Module Assignment Cover Sheetcdp-hf.org/cdp/wp-content/uploads/2016/03/Action-Enquiry...Module...
101
Module Assignment Cover Sheet Module Number PDT 4090/4091 Module Title Module Tutor Dr Ian Terrell [email protected] Student Number M00226558 Student Name Aliya Sibtain Date 9 th September 2010 Submitted for the first time? Yes / No Re-submitted Yes/ No DECLARATION Please sign here I declare that this is my own work. Action Enquiry for School Improvement Aliya sibtain
Transcript of Module Assignment Cover Sheetcdp-hf.org/cdp/wp-content/uploads/2016/03/Action-Enquiry...Module...
Module Assignment Cover Sheet
Module Number
PDT 4090/4091
Module Title
Module Tutor
Dr Ian Terrell [email protected]
Student Number
M00226558
Student Name
Aliya Sibtain
Date
9th
September 2010
Submitted for the first time? Yes / No
Re-submitted Yes/ No
DECLARATION
Please sign here
I declare that this is my own work.
Action Enquiry for School Improvement
Aliya sibtain
2
ACKNOWLEDGMENT
I am heartily thankful to my supervisors Sarah Rosen-Webb and Dr Ian Terrell,
whose constant encouragement, supervision and support from the preliminary to
the end of the module enabled me to develop an understanding of the subject.
I would also like to thank my sponsor‟s without their support I would not be able
to complete my research.
I would like to take the opportunity to thank the schools authorities, teachers
and parents for taking part in the survey and offering their utmost support and
cooperation.
It is a pleasure to thank those who made this research possible for me including
my husband, my parents and family members who gave me the moral support I
required throughout the year.
Lastly, I offer my regards and blessing to all those who supported me in any
respect during the completion of this research study.
3
EXECUTIVE SUMMARY Title of the Work
An exploratory study to determine the role of integrated
curriculum for students with learning difficulties
Author Aliya Sibtain Date of Completion (09/2010)
Institutional Contextual
Details E.g. Phase
(Optional)
Major Needs Identified
*Teachers need special training to design an integrated curriculum
plan
*The school needs to provide teaching staff with adequate resource
to apply an integrated approach effectively
*Teachers need training to gain insight into how their teaching styles
can impact on the outcome of an integrated curriculum plan.
Methods used to collect
data.
* Quantitative (survey Questionnaires, attitude towards integrated
curriculum)
*Qualitative (interviews) benefits of using and integrated curriculum
Classroom observation to evaluate the use of integrated curriculum
with SPLD pupils.
Summary of
Major Findings
(Or recommendations to
others)
Pre-service and in-service training for all teachers should
promote the social and educational benefits of inclusive
education for all children.
Teachers should be taught specific skills that will enable
them to design and effectively use and integrated curriculum.
Teachers should receive training and information on the
various teaching styles and their direct impact on the outcome
of an integrated session plan.
4
School authorities should have clearly designed policies for
inclusive education and special needs pupils to meet their
needs effectively.
School authorities should provide the teaching staff with
adequate resources to meet the needs of all pupils and to
enable them to apply an integrated approach efficiently.
Impact of the Project
(And evidence source)
Knowledge
Practice
Pupil/Student
learning
Experience
Pupil/Student
Learning
Outcomes
(What happened as
result?)
Overall teachers reported that SPLD pupils will benefit from
an integrated curriculum plan.
With proper training and skills an integrated curriculum plan
can be effectively used in an inclusive educational classroom.
Generally SPLD pupils did benefit from an integrated
curriculum plan.
The overall outcome of using and integrated curriculum plan
with SPLD pupils was affected by teaching styles.
Contact E mail or address [email protected]
Other Information
5
ETHICAL STATEMENT AND SUBMISSION Name Aliya Sibtain
Module Name and Code Action Enquiry for School Improvement
PDT 4090/4091
Title of the Work An exploratory study to determine the role of integrated
curriculum for students with learning difficulties
Ethical Codes and Guideline Tick
I have checked my institutional policy for concerns about ethical behaviour.
I have checked the BERA code of practice
I have checked the Mdx School of Arts and Education policy for practitioner research
Voluntary Informed Consent
I have informed relevant managers, participants, stakeholders, and parents
I have asked for the consent of relevant managers, participants, stakeholders, parents and
others involved or connected with the research to carry out the research
Participants have given their consent freely and without duress or inappropriate use of
power.
The right to withdraw from the research process has been made clear to appropriate
participants
Rules for confidentiality
Managers, participants, stakeholders, and parents have been informed about the rules for
confidentiality that the study will use.
I agree that I can maintain anonymity in the Mdx submitted work.
Purpose and Audience
I have clarified with participants that the purpose of the research is to improve practice,
to generate knowledge and to gain a qualification.
Midwheb Partnership
Professional Development Programmes
6
Participants are aware that their permission relates only to the purpose of the research
project and that any further use will be renegotiated with them.
Participants have been informed that the purposes will be to maximise good and
minimise harm to individuals and institutions.
I have made clear to participants that the audience is
the University and tutors
other participants of the professional development programme
appropriate staff in the school
a wider audience
Legal requirements of the Data Protection Act have been addressed.
The research data will be kept securely.
Rights of response
I have agreed with participants the rules for feeding back reports to them and allowing a
right of response.
Truthfulness
I commit to using my scholarship and research skills to producing research, which is
honest, truthful and verifiable.
I commit to ensuring that the research will not deliberately advantage or disadvantage
any specific individuals or groups.
Disruption
I have minimised the disruption the research exercise creates.
I agree only to collect sufficient evidence for the research project purposes.
Signed
Verification by Workplace Advocate or Senior Manager
Fatima Hassan
I have overseen the project above and am satisfied with this ethical statement.
Signed
7
Assignment Feedback
First Marker
Name Student ID
Module Name Module Code
Assignment Title
Comments
Targets
*
*
*
*
*
Signed
Unconfirmed Grade
(Grades Can only be confirmed by the assessment board)
Midwheb Partnership
Professional Development Programmes
8
Second Marker Comments
Name Student ID
Module Name Module Code
Assignment Title
Comments
Unconfirmed Second Markers Grade
Signed (Second Marker)
Unconfirmed Agreed and Moderated Grade
Signed (Module Leader)
Midwheb Partnership
Professional Development Programmes
9
OVERVIEW OF THE PROJECT
Level 4 Criteria Where in the portfolio
i. A thorough review of literature done prior to the
selection of the study design and objectives.
Reference from studies conducted in Pakistan was
used to provide a clear view of the educational setup
of schools in Pakistan and the benefits of use and
attitude towards integrated curriculum.
ii. In the needs analysis, literature review
and analysis of data.
iii. After a review of literature it was decided to use a
mixed methods approach applying both qualitative and
quantitative data techniques in order to obtain most
accurate information.
The methodology section.
iv. Survey questionnaire were used to gain insight into
teachers knowledge and attitude towards use of
integrated curriculum with SPLD pupils. This
information was further supported by interview data
from a random sample of teachers.
v. The benefit of integrated curriculum was further
evaluated using a classroom observation technique with
SPLD pupils.
The methodology section.
Consistent with the literature review most teachers
did report that an integrated curriculum is beneficial
for SPLD pupils. However, teachers reported that lack
of training and appropriate resource materials as well
as difference in teaching styles impacts on the
outcome of an integrated curriculum plan.
Literature Review, analysis of evidence
and impact of the study.
Based on the findings of the study teachers reported
that;
*Integrated curriculum approach is beneficial in an
inclusive educational setting.
*Teachers reported that they lacked skills and
training to design an integrated curriculum plan.
* Teachers reported that school did not provide them
with adequate resource to apply an integrated
approach effectively.
* The teaching styles of the teacher did have a direct
impact of the outcome of an integrated session plan.
Whole project & conclusion and
recommendation.
10
Contents DECLARATION .................................................................................................................................... 1
ACKNOWLEDGMENT ............................................................................................................................... 2
EXECUTIVE SUMMARY ............................................................................................................................ 3
ETHICAL STATEMENT AND SUBMISSION ................................................................................................ 5
OVERVIEW OF THE PROJECT ................................................................................................................... 9
UNIT ONE: INTRODUCTION, FOCUS AND OVERVIEW ........................................................................... 12
UNIT TWO: NEEDS ANALYSIS AND JUSTIFICATION ............................................................................... 16
UNIT THREE: PROFESSIONAL AUTOBIOGRAPHY ................................................................................... 21
UNIT 4: A CRITICAL REVIEW OF THE LITERATURE ................................................................................. 27
UNIT FIVE: EXEMPLAR MODELS OF PRACTICE ...................................................................................... 36
UNIT SIX: THE METHODOLOGY OF ACTION RESEARCH AND JUSTIFICATION ....................................... 40
UNIT SEVEN: THE METHODS OF DATA COLLECTION AND THEIR JUSTIFICATION ................................. 48
UNIT EIGHT: THE METHODS OF DATA ANALYSIS AND THEIR JUSTIFICATION ...................................... 54
UNIT NINE: THE EVIDENCE & ANALYSIS OF THE EVIDENCE .................................................................. 59
UNIT TEN: IMPACT OF THE ACTION RESEARCH PROJECT ..................................................................... 72
UNIT ELEVEN: CONCLUSION AND WAYS FORWARD ............................................................................. 77
BIBLIOGRAPHY ...................................................................................................................................... 82
APPENDIX .............................................................................................................................................. 90
INFORMATION LETTER FOR SCHOOLS .................................................................................................. 93
SCHOOL CONSENT FORM ...................................................................................................................... 94
PARENT INFORMATION FORM.............................................................................................................. 95
PARENT CONSENT FORM ...................................................................................................................... 96
SURVEY QUESTIONNAIRE ...................................................................................................................... 97
TEACHERS INTERVIEW QUESTIONS ...................................................................................................... 98
11
Module 2
PDT 4091
12
UNIT ONE: INTRODUCTION, FOCUS AND OVERVIEW
1. Title
What are the benefits of integrated curriculum on students with learning
difficulties.
2. Needs analysis and justification
The purpose of this research is to:
Highlight the importance of integration in a classroom setting.
How integrated curriculum can be helpful to students of SEN.
Sources of evidence will include data collection from a selected school
that is implementing integration, past research, policies and plans.
3. Literature Review
Topic Author, Year Description
Learning and
learning
difficulties: a
handbook for
teachers
Peter
Westwood
2004
This book discusses the various types of
learning difficulties and what various
teaching methodologies can be used to
help students with Learning difficulties.
Development
of a model
curriculum
for
elementary
education in
Pakistan
Malik
Mohammed
Asif,
2001
The study focused on integration of
elementary curriculum in government
schools in Lahore, Pakistan.
The
differentiate
d classroom:
responding to
the needs of
all learners
Carol Ann
Tomlinson.
1999
This book focuses on how the teacher
has to be flexible in a classroom while
teaching so she can deal with the
individual needs of every child.
4. Research Questions
13
I am proposing to investigate if integrated curriculum is beneficial for students
with SpLD.
5. Data Collection Methods
Data collection will be done through:
interviews,
questioners,
surveys,
Observations of schools, teachers and pupils.
These methods will allow me to understand the feeling, problems, hurdles and
barriers which are faced due to the lack of awareness and use of integration in
Pakistan.
6. Resources and Support
Resources which I will require for my research include:
Questioners
Surveys
Observation sheets
Interview sheets
Letters asking schools/parents for permission to participate in
research
Letters to educationalist for interviews.
I will plan these resources on my own and would like my supervisors
to guide me if I face any problems during my planning of these
materials.
7. Ethical Issues
Some ethical issues which could be involved are schools or parents concern
regarding confidentiality of information. I shall address these concerns by
informing the schools and parents that:
The name of the school or child shall always be held in confidence
and will never be exposed.
All responses from parents or pupils will be held in confidence and
not shared with the child‟s school or any other authority.
All information will be used only for research purpose.
Information given in interviews, surveys, questioners will only be
14
used for research purpose.
Information will only be shared with the supervisors but without
any names of schools or student.
8. Timescale
Research Planning
Research planning will be done with the help of literature review.
Data Collection
Date collection will be done by interviews, surveys, questionnaires and
observations.
Data Analysis
Data analysis will be done through the responses given by teachers,
students and participant of the survey and interviews. The results will be
analyzed and produced statistically.
Report Writing.
Report writing will be done alongside the data collection and data analysis
tasks.
0 N D J F M A M J J A S
Plan X Sub
mit
2ndN
ov
Intro and
justificatio
n
Reading
and Lit
review
Methodolo
gy and
methods
section
Data
collection
Analysis of
data
Writing up
15
Module 2
PDT 4091
16
UNIT TWO: NEEDS ANALYSIS AND JUSTIFICATION
Introduction
The focus of this research is to evaluate what the possible benefits of an
integrated curriculum on students with learning difficulties. The need for this
research arose after the school intended to take a new approach and start the
implementation of an integrated curriculum. The research might evaluate and
understand how students with learning difficulties can benefit from an
integrated curriculum.
In Pakistan, integrated curriculum and learning difficulties are both very new
concept which are just being explored by some private schools. This research
will highlight aspects of the integrated curriculum and explore ways in which
these features could be beneficial to all the students.
Integrated curriculum can help students with Learning Difficulties (LD) by
allowing them to explore their potentials in different areas and not just in
reading, writing and arithmetic‟s. Unlike the existing curriculums; integrated
curriculum allows the students to get involved in every area of learning be it art,
music, physical education or computers. This curriculum helps to enhance the
multiple intelligences found in every child (Warnod 1998).
The school involved in this research has been using an integrated curriculum for
the past 5 years and has also been trying to cater to the needs of students with
learning difficulties. This is a relatively new phenomenon in Pakistan as not many
schools cater to the needs to students with learning difficulties. Students with
LD are mostly found to have a low self esteem as they are not respected by
teachers and fellow classmates. Over the course of, the past 10 years, there
has been a relative change in the private school systems and some of the
schools have understood the importance of providing to the needs of students
with LD. These schools are trying various methodologies to cater to the needs
of students with LD.
17
The school The school involved in this research has a holistic teaching
methodology. They believe that students have a more holistic approach to the
world and hence should be provided with an integrated approach to understand
the ways to learn and develop. The school policy highlights that the aims of the
integrated curriculum is to provide a proper context for learning material,
processes and skills; provide opportunities for interaction and co-operation with
others, engage the learners in there learning process, integrate knowledge,
skills and actions towards a common purpose; recognize and values each learners
way of learning; help build a partnership between students and teachers;
acknowledge the various learning styles; involve the students in actively
gathering information; encourage students to become independent and
adaptable learners; create a dynamic approach for learning and cater for
students with a range of different interests, abilities, skills and motivations.
Furthermore, the school believes that by providing an integrated curriculum
they cater to the individual needs of each student.
Justification
Research conducted by Helen Warnod (1998) indicates the importance of
integrated curriculum and the curriculum design in immersion of classrooms.
Warnod study shows that integration helps to understand the cognitive levels of
students. The integrated approach helps to deal with reflections and research
as it considers the teaching learning process, language strategies, responsibility
of students and providing a positive experience for the students. Integration
helps to form a student/teacher responsibility; this helps students to accept
themselves as learners and to openly discuss their success and un-successful
tasks with the teachers who can provide them with different learning methods
to help them be more successful. The research concludes that integrated
learning helps the learners by giving them the opportunity to take up
responsibility for their own learning and to know themselves as learners
independently as well as in a group.
18
Research conducted by Malik Mohammed Asif (2001) on the development of a
model curriculum for elementary education in Pakistan shows that by having an
integrated curriculum the burden of learning a vast number of subjects on
younger students is reduced by a great extent. In the study, three basic
subjects of Urdu, social studies and Islamic education have been integrated to
help the students of elementary schools in the Punjab province. This study
shows a part of the government designed curriculum being implemented in the
province of Punjab and how integration can help students in Pakistan from all
over the province. Furthermore, the draft curriculum designed by the
researcher focuses on students of all abilities and can be used for student with
learning difficulties. The research concludes by highlighting the needs and
aspirations of the people, mental level of students, and promotion of students,
interest and suitability of the level of education being provided to the students.
A study conducted focusing on the curriculum of special educational needs in
special schools of Pakistan by Zahida Lari (2000) shows that the curriculum
used by schools for special education including students with learning
difficulties, is the same used by all the other schools. It shows that Pakistan
does not have a separate curriculum designed for students with special
educational needs. The study focused on the need for designing a separate
curriculum for students with special educational needs which would focus on the
individual needs of students with learning difficulties, visual impairment, mental
disorders and hearing problems. The research focuses on the advice of the head
teachers of individual schools who concluded that an integrated curriculum was
the best type of curriculum which could be made for students with special
educational needs.
Research by Lewis (1999) shows the effect of integrated curriculum on
students with low attainment in reading. Her research concluded that the
integrated curriculum should not be used as the only teaching methodology as it
does not show any significant changes in the reading ability of students with LD.
The four pieces of research described above illustrate ways in which an
integrated curriculum may affect students with learning difficulties. Pakistan
has a very constrained educational system with a restricted curriculum. The few
schools that are making changes are opting for integrated curriculum as it
caters to the individual needs of all the pupils.
19
Conclusion
In conclusion, as the researches discussed above have shown various results, my
research will try to find out if students with LD do benefit from an integrated
curriculum or not. I plan to conduct classroom observations by selecting two
students with LD. I shall observe their progress (classroom assessments &
results) throughout the year and see the effects of integration on them.
Furthermore, the teachers will be asked to fill in questionnaire about the
selected students at the beginning of the term and another at the end of the
term to see the effects of integration on students with learning difficulties.
References
Asif MM (2001) Development of a model curriculum for elementary
education in Pakistan. PhD thesis, Bahauddin Zakariya University, Multan.
Lari, Z.S. (2000) The Curriculum in the Special Schools of Pakistan.
International Journal of Special Education 15 (2) pp. 1-20.
Lewis, A (1999). Integrated learning systems and pupils with low
attainments in reading. British Journal of Special Education, 26 (3), pp
153-157.
Warnod, H., (1998) Integrated curriculum: Designing curriculum in the
immersion classroom, in Languages Victoria, Journal of the Modern
Language Teachers‟ Association of Victoria, 2(1) pp 3.
20
Module 2
PDT 4091
21
UNIT THREE: PROFESSIONAL AUTOBIOGRAPHY
I am a primary school teacher from Karachi, Pakistan. I have a diploma in Child
and Adolescent counseling from the Stonebridge Associated College, UK and a
certificate of teaching children with Dyslexia from the Direct Learning
Institute UK; I also have a certificate of Early Childhood Education from
Karachi, Pakistan. I have a three year work experience teaching Kindergarten
children. During my teaching experience I encountered many cases of children
with Learning Difficulties (LD). These encounters increased my thirst for
getting information about LD and how it can be treated or how a child with LD
can be helped. My search for getting a course for LD came out blank in Pakistan
as unfortunately there are no policies and rules for LD, I came across this MA
in Inclusive Education and was delighted to know that it was a distance learning
course. I am extremely excited about this course and look forward to learn
techniques which I can later on apply with children in Pakistan.
My interest in LD began when I first came across a student in my classroom
with some basic signs of dyslexia, at first I overlooked but when I started
getting complains from other teachers I decided to observe that child and his
work closely, I started giving him extra attention and if he would get stuck
anywhere would help him out. At the same time I started searching the internet
about this problem and came across dyslexia.
I tried to look for some courses that I could do to increase my knowledge about
it. During my search I came across a distance learning certificate course on
teaching children with dyslexia; the course is being offered by the direct
learning institute UK. I immediately enrolled in that course and was amazed by
what I learned. The course covered all the areas of dyslexia and was a great
22
start for me as I had no previous knowledge about dyslexia. My enthusiasm for
the course was such that I completed the one year course within eight months.
While I was doing this course I was selected by my school to go on an ECE
(Early Childhood Education) certificate course. This course was being conducted
by the professional development center of the school where I worked in
Pakistan. This course helped me understand the psychology of a child, how they
think and work. We were given guidelines on how to teach children in a friendly
and playful manner. I decided to ask my fellow teachers and course leader what
they knew about dyslexia and learning difficulties, to my surprise except of the
course leader not a single teacher knew what dyslexia was. I asked the teachers
if they had ever come across a student who had problems in reading and writing
and most of them responded they had. My course leader and I then prepared a
little material on dyslexia and shared it with our group. At the end of the
course I was given the privilege to be the course representative and speak on
behalf of the group on our certificate distribution day. This was a great honor
for me, and encouraged me to carry on my missions to learn more and create
awareness regarding dyslexia.
After completing these two courses I asked the school if I could work with
students who were showing some signs of dyslexia, during this time period the
school hired a psychologist who would work with students and teachers to solve
their problems. I had a meeting with her and asked her if she would like to work
along with me. She agreed that she would conduct the dyslexia assessment
tests on students who would be referred by teachers for signs of dyslexia. We
then started working as a team on these students. Up till now everything had
been going very well; then came the time we decided we need to inform the
parents about what we had identified in their child. This turned out to be a
major problem, because many of teachers and parents had no idea about
23
dyslexia. The first few parents we dealt with had only one thing to say and that
“does it mean their child is crazy”. At this moment I took advantage of my
sister who is a Child psychologist and asked her how I should deal with such
parents, she gave me a few tips and asked me to look for some course which
could help me to council parents as well as children.
Thus my searches lead me to the diploma in child and adolescent counseling from
the Stonebridge associated colleges UK. This course again was a great
opportunity to learn, as it was a distant learning programme, It gave me an
opportunity to apply my learning with the parents and children. The few tips
came in very handy and it was easier to deal with the parents. The course
covered a vast area from child development to child and educational psychology.
My interest in integrated curriculum started when the school designed a new
curriculum focusing on integration. The new curriculum brought about positive
and negative feedback from teachers of all the classes. Some of the old
teachers who have been with the school for long periods of time were not in
favor of it. Most of them were rigid and did not feel the need to change, as it
would require too much effort on their part, they were of the view that
children with special needs should be sent to special school that will cater to
their individual needs, and should not be part of main stream schooling.
However, there were a number of teachers who were very keen on the idea of
integration, and were certain that it would have positive effect on the child as
well as the overall school environment. The school authorities decided to go
about with the change and an integrated curriculum plan outline was designed
for classes K1 till 8 grades.
24
As I was interested in students with learning difficulties and was helping pupils
of different classes who were identified as dyslexic my interest in
understanding the benefits of integration on students with learning difficulties
was further enhanced. I decided to focus my research on investigating if there
are any benefits on integrated curriculum. A review of literature suggested
both positive and negatives outcomes, and I therefore, felt it was necessary to
explore this in our school context.
Similar to findings of other studies , in my informal discussion with teachers I
got two opposite responses, some teachers were in favor that integrated
curriculum was helping students with learning difficulties; where as some
teachers believed that by the introduction of an integrated curriculum students
with learning difficulties were over burdened and had to put in extra efforts. I
got the same contradictory answers when I asked students with learning
difficulties, some students responded positively while some responded with a
negative attitude toward the curriculum change.
As integration is a new concept in Pakistan and not many schools have an
integrated curriculum it was a new change for the staff, students and parents.
The schools administrator who has been in the field of education for many years
was the main source of brining about this curriculum change. I am working along
with him as he has been a guide and mentor for this research. He has been very
eager in understanding the benefits or drawbacks of integration on students
with learning difficulties. He believes that by finding out an answer to this
research the school can further develop a programme to benefit all the pupils. I
am deeply aware that the topic needs to be explored in our country where there
is a serious lack of awareness related to children with special needs, and an
absence of published work.
25
This proposed research will serve as a stepping stone and the findings of this
will pave the way for future curriculum designs and school teaching methods to
meet the needs of all children. As this is an exploratory study, I am thoroughly
eager to find out the outcomes of the study to ensure future school policy and
plans are framed to meet needs of all pupils.
26
Module 2
PDT 4091
27
UNIT 4: A CRITICAL REVIEW OF THE LITERATURE
An exploratory study to determine the role of integrated
curriculum for students with learning difficulties
Introduction
Integrated learning is a learning theory which describes the movements towards
integrated lessons which help students to connect with their classroom
curriculums. The term integrated curriculum was initiated by Jerry Perez de
Tagle, he believed that integration comes in many varieties which help to
connect skills and knowledge from multiple sources and experiences which in
turn help to apply skills and practices in various settings utilizing diverse and
contradictory points of view and understanding issues and positions
contextually.
According to Huber (2005) „integrated curriculum is making connections within a
major, between fields, between curriculums, co curriculum or between academic
knowledge and practice.‟
Integrated curriculum can be understood as an approach which prepares
children for a lifelong learning. There is a strong belief that curriculum
integration in schools helps to look at education as a process of developing
abilities required by life in the twenty first century, rather than discrete,
departmentalized subject matter. Integration helps to bring together various
aspects of the curriculum into meaningful association to focus upon broad areas
of study. It views learning and teaching in a holistic manner and reflects upon
the real world which is interactive in nature. Integrated curriculum can also
include: a combination of subjects, emphasis on projects, sources that go
beyond textbooks, relationships among concepts, thematic units, flexible
schedules, students grouping (Good 1973).
Integrated curriculum is also known as interdisciplinary teaching, thematic
teaching or synergistic teaching, hence while defining integrated curriculum it is
essential to look into these terms also. According to Humphreys “An integrated
study is one in which children broadly explore knowledge in various subjects
related to certain aspects of their environment.” He believes that there is a
link found among humanities, communication arts, natural sciences, mathematics,
social studies, music and art; which leads to developing skills and knowledge in
more than one area of study.
28
Shoemaker defines integrated curriculum as: “Education that is organized in
such a way that it cuts across subject-matter lines, bringing together various
aspects of the curriculum into meaningful association to focus upon broad areas
of study. It views learning and teaching in a holistic way and reflects the real
world, which is interactive.” (1989)
There are various levels of integration as illustrated by Humphreys (1981, p 59).
He describes theses practices as follows:
Developing cross curriculum sub-objectives within a given curriculum
guide.
Developing model lessons that include cross curricular activities and
assessments.
Developing enrichment or enhancement activities with cross curricular
focus including suggestions from cross curricular contacts following each
objective.
Developing assessment activities that are cross curricular in nature.
Including sample planning wheels in all curriculum guides.
Learning Difficulties
Learning difficulties is a general term which refers to various groups of
disorders which are manifested by significant difficulties in the acquisition and
use of listening, speaking, reading, writing, reasoning and mathematical abilities.
These disorders are intrinsic to the individual presumed to be due to central
nervous system dysfunction and may occur during the life time. Problems in
behaviours, social perceptions and social interactions may exists with learning
disabilities but do not constitute a learning disability. Although learning
disability may occur with other problems like sensory impairment, mental
retardation, social and emotional disturbance or environmental factors like
cultural differences, insufficient, psychogenic factors; it is not the result of
those conditions or influences.
The world Health organization defines learning difficulties as “a state of
arrested or incomplete development of mind. A person with learning disabilities
29
has significant impairment of intellectual functioning and significant impairment
of adaptive/social functioning.”
The National Joint Committee on Learning Disabilities (NJCLD) defines the
term learning disability as:
“A heterogeneous group of disorders manifested by significant difficulties in
the acquisition and use of listening, speaking, reading, writing, reasoning or
mathematical abilities. These disorders are intrinsic to the individual and
presumed to be due to Central Nervous System Dysfunction. Even though a
learning disability may occur alongside with other handicapping conditions (e.g.
sensory impairment, mental retardation, social and emotional disturbance) or
environmental influences (e.g. cultural differences, insufficient/inappropriate
instruction, psychogenic factors) it is not the direct result of those conditions
or influences.”
A person with learning difficulties will have problems in understanding, learning
and remembering new things and in generalizing any new learning situations. Due
to these difficulties with learning the person may have problems with a number
of social tasks. Students with learning difficulties can usually be recognised by
their inability to meet the desired standards in schools, in particular the
appropriate level identified in the national curriculum. They may also have
problems in acquiring literacy and numeracy skills or both and experience
difficulty with the acquisition of abstract ideas and in generalising from
experience.
Integration and Children with Learning Difficulties
Current trends in special education focus on two goals. The
integrated curriculum is a vehicle to effective ly meet these goals:
1. Meeting the individual and unique needs of the learner i.e. individualized
instructions.
2. Accommodating the learner with special needs in the classroom with
typical peers i.e. inclusion model.
30
The integrated approach is highly effective with students who have problems in
learning new skills and retaining the previously learned skills. Research shows
that children who have cognitive difficulties require opportunities for repeated
practice of skills to make them part of the child‟s repertoire or knowledge base.
This may include children with mild or sever learning disabilities, mental
retardation and language disorder (Lerner, 1995; Snell, 1994).
Most teaching approaches are skill based, dependent upon movement from level
to level of skill acquisition. Often the skills required for one level are different
from those required for a higher level and the student with learning difficulties
may have trouble progressing with only limited time for practice. Therefore
students with learning difficulties need to have a pre organized structure from
which to apply certain knowledge and skills presented in the classroom. They
may not recognize the purpose or the way in which the information is to be
used, causing the learning to seem irrelevant or meaningless. Even when there is
a natural connection between certain skills taught, some students may not be
able to make a connection or be able to apply which is being learned in these
contexts or other situations or tasks (Lewis, 1993).
The integrated approach provides a connection of skills across several content
areas and requires the students to repeatedly practice certain skills and apply
knowledge in a verity of ways. Therefore, students are able to generalize and
transfer skills and knowledge to other learning contexts such as various
academic subject areas or daily life situations in which the application is
necessary for life skills. The natural use of the presented skills throughout the
day or week as provided for in the integrated model and meaningful learning
situations.
Reasons for an Integrated Approach to Learning
The integrated curriculum manual states there are some reasons which can be
highlighted for an integrated approach to learning:
The real world is integrated
Students do best when learning in connected naturally and holistically.
Students, not the teachers become the focus of learning.
Integrated programs may help increase community involvement.
Integrated programs may improve school spirit and a sense of belonging.
Integration offers a viable response to problems or content balance
Students gain a sense of ownership of learning.
Students profit from inquiry and reflection.
31
Students are active learners.
Learning Difficulties and Integrated Curriculum
A review of literature indicates contrasting findings on the usefulness of
integrated curriculum with SPLD children (Czerniak et al, 1999), with some
studies highlighting the advantages of using an integrated approach whereas
other studies stressing its disadvantages. However studies emphasizes one of
the major strength of an integrated learning system is its way in which it can be
used to tailor work to individual learning needs (McFarlane, 1997). This view is
reflected in teachers believes about students groups for whom integrated
learning is useful. A study conducted by the NCET (1994), claimed that half the
teachers involved predicted that students with learning difficulties would be
most likely to benefit from an integrated curriculum. A later study (Hulme, et
al, 1997) found similar findings in which students with special educational needs
were identified by 51% of the teachers, under achievers by 45 % of the
teachers and less able students by 40 % of the teachers as being particularly
likely to benefit from working on an integrated curriculum.
However not all studies share a positive outcome on use of integrated approach.
One study (Lewis, 1999) considered the effects of integrated learning on
students with low attainment on reading. The study concluded that integrated
learning is not and should not be a standalone system. It showed that many
teachers are very enthusiastic about integrated learning for students with
learning difficulties, but there is some conflict between the enthusiasms and
there is limited support from the findings of the formal UK based evaluations.
Integrated Learning in Pakistan
In Pakistan, integrated curriculum and learning difficulties are both very new
concepts which are just being explored by some private schools (Lari, 2001; Asif
2001; Shafi et al, 2010). A study conducted by UNESCO on primary school
curriculum and textbooks in Pakistan for grade 1-5; the study showed that the
students taking part in the integrated teaching were very interested in the new
teaching methodology but the teachers were not in favour of integrated
learning. A major finding of the study was that the students who had studied
textbooks for each subject separately did significantly better than the
students who had studied through the integrated curriculum books.
Furthermore it showed that there was a very low level of academic achievement
in students due to many factors like incompetence of teachers, un-stimulating
32
atmosphere in schools, gender gap, late enrolment in school, illiteracy among
parents.
Another study was conducted on developing a model elementary curriculum for
Pakistan (Asif, 2001), it showed that 53 % of teachers believed that an
integrated curriculum helps to decrease the burden on students. 59 % said that
integrated curriculum helps in acquiring the skills amongst students. 58 % of
teachers were in favour of an integrated curriculum system in schools at
elementary level.
According to Sewani, the Ministry of education in Pakistan has been trying to
make an integrated curriculum but it is not up to the mark and is not well
integrated with full resources. Mistakes in the books and wrong statements
make students furious. Activities are always missing and the quality and
presentation of books is very dull. He says that the Pakistani education
curriculum is prepared by professional but is not yet according to the needs and
requirements of the students.
Conclusion
In view of the above researches, more work has to be done to understand the
benefits of integrated curriculum on students with learning difficulties. Every
student is different and has their own learning styles and capabilities, students
with learning difficulties could benefit for the integration of curriculum as it
encourages the students to learn with hands on experience and allows them to
understand a situation in many different methods. It offers students authentic
and meaningful experiences in the classroom which they can apply to their daily
life. Whatever is learned and applied in one area of the curriculum is related
and used to reinforce, provide repetition and expand the knowledge and skills
learned in other curriculum areas.
Integrated curriculum in Pakistan is still a new topic in educational setting, some
schools are beginning to understand the importance of integration and how it
can be helpful for students. The little research which has been done on
integration in Pakistan has given both negative and positive aspects to
integration in schools. One of the main barriers in introducing integrated
curriculum is the rigidity of the schools and the teachers to introduce
something new. The researchers conducted in Pakistan show that there is a
general willingness amongst parents and students to introduce integrated
33
curriculum. Unfortunately the previous governments have not taken any
imminent steps for the introduction of integration.
By the end of this research we will be able to understand the benefits of
integration on students with learning difficulties and how it is accepted by the
parents, teachers and students in Pakistan.
Reference
Asif MM (2001) Development of a model curriculum for elementary education in
Pakistan. PhD thesis, Bahauddin Zakariya University, Multan.
Czerniak, C. M., Weber, W. B., Sandmann, A., & Adhern, J. (1999). A literature
review of science and mathematics integration. School Science and
Mathematics, 99(8), 421–430.
Good, C. (Ed.). (1973) Dictionary of Education, Third Edition. New York: McGraw
Hill.
Huber, M. T., Hutchings, P., & Gale, R. (2005). Integrative Learning for Liberal
Education. Peer Review, Summer/Fall.
Hulme, J., Defty, N. & Fitz-Gibbon, C. T. (1997) Integrated Learning Systems:
an Analysis Using Data from Monitoring Systems. Durham: CEM Centre, Durham
University/NCET.
Humphreys, A.; Post, T.; and Ellis, A. (1981) Interdisciplinary Methods: A
Thematic Approach. Santa Monica, CA: Goodyear Publishing Company.
Kline, Peter (1988)."The Everyday Genius" Development of Integrative Learning.
Great Ocean Publishers, Arlington, USA, pp 271.
Lari, Z.S. (2000) 'The Curriculum in the Special Schools of Pakistan'.
International Journal of Special Education 15 (2) pp. 1-20.
Lewis, A (1999). British Journal of Special Education 26 (3), pp 153.
Lerner, Snell (1994) Systematic instruction of persons with severe handicaps.
Columbus, OH: Merrill.
34
Lewis, R. (1993). What is open learning? In A. Tait (Ed.), Key issues in open
learning (pp. 11.23).Harlow, UK: Longman.
Markus, M (1991). Media specialist. Quoted in Shoemaker, B. "Education 2000
Integrated Curriculum." Phi Delta Kappan 72 (29)pp. 797.
McFarlane, A. (1997) „The effectiveness of ILS‟, in J. Underwood & J. Brown,
Integrated Learning Systems: Potential into Practice. Oxford:
NCET/Heinemann.
National council for teachers Education NCTE (1994) ILS: Integrated Learning
Systems (A report of the pilot evaluation of ILS in the UK) Coventry NCET.
Sandbrink C, McClellan MA, DeFazio, J, Hodge, K (2000) Integrated Curriculum
Manual classroom : Integrated Curricula: Practical Application in the classroom.
Sewani, MM (2001) Analyzing lack of educational motivation in students in
Pakistan, Retrieved on 30th July from
http://www.eslteachersboard.com/cgibin/articles/index.pl?page=2;read=2216
Shafi R, Quadri KH, Ahmed W, Mahmud SN, Iqbal M. (2010) Experience with a
theme-based integrated renal module for a second-year MBBS class. Advances
in Physiology Education 34, (2) 15-19
The National Joint Committee on Learning Disabilities (NJCLD), 1981, 1985
UNESCO (1997) A Study on Primary school curriculum & text books on Pakistan.
World Health Organization (WHO)
http://www.aboutlearningdisabilities.co.uk/how-define-categorise-learning-
disabilities.html
35
Module 2
PDT 4091
36
UNIT FIVE: EXEMPLAR MODELS OF PRACTICE
Learning area: English lesson plan
Level: Primary
Lesson overview: To explore the sequence of a story in pictorial form.
Lesson duration: 40 minutes
Possible outcome /Goal: students will be able to understand;
1. The process of germination through this story
2. The value of giving gifts
3. The importance of listening to other peoples advices
4. That all living things play an important role in nature and should not be plucked
Objective: By the end of the session Students will be able to;
1. Identify different animals that were there in the story
2. Name the different days of the week
3. Re arrange the story
4. Explain the process of germination
Material required:
A set of un-sequenced picture story cards
A piece of paper
Colour pencils
Scissors
Adhesive
Warm up: teacher will take a plant in a class and ask students how they think it grows.
Teacher will brainstorm all the responses on the board.
Procedure:
Introduction: once the brainstorming is done. The teacher will first read a story to the
students using props and pictures (story attached underneath)
Development: After the story telling session is over the teacher will distribute the un-
sequenced cards amongst the students. The class will be divided into two groups, one
group will be asked to arrange the cards according to the days of the weeks and the
other group will be asked to arrange the cards according to the process of germination.
37
The students will be asked what they think the pictures represent and how the
pictures could be sequenced to create the story they have heard. They will be asked
questions like, which card could go first? Why? Is there any other card which could be
first? Which picture goes next? Why? Which picture will complete the story?
Practice: The students will then cut out and sequence the pictures. The students will
then discuss what is happening in each picture. They will share their final product with
the other group and discuss their answers and reasons of their choices.
Extension activity:
The students can be asked to briefly write what is happening in each picture.
The students can be asked to draw the stages of germination.
Students can plant a seed in an egg shell and keep a record according to the
days of the week.
Review:
Students will be given the story in a jumbled form and they will be asked to rewrite the
story.
*****************************************************************************
38
Felice: The Green Thumb
One day Felice the cat was very sad; because it was her mother‟s birthday
and she couldn‟t decide what gift to give her. She thought of giving a big fish but she
didn‟t know whether she will be able to catch a big fish.
She started walking in the garden when she thought of giving her mother a big
bunch of flowers & so she decided to grow flowers all by herself.
On Monday, she went to a shop & bought herself few seeds then she went back
to the garden & Dug up the soil to plant the seeds. She then watered the seeds
expecting the next day flowers will grow. On Tuesday, when she went in the garden she
became very sad & upset because there were no flowers. When the caterpillar saw that
Felice was upset, he then explained that plants need some sunlight to grow; expecting
that the next day flowers will come Felice went home had some milk & fish & went to
sleep.
On Wednesday, Felice was very excited while she was going to the garden because
she thought today there will be many flowers but when she reached the garden she
again became very sad because there were no flower at all. When Felice‟s friend Mr.
Snail saw that Felice was upset he explained to her like all living things need air to
breath the plants also need air to grow & so Felice thanked Mr. Snail & went home
expecting that somehow she will see some colorful flowers.
On Thursday, Felice saw a little flower but the honeybee told Felice this is not a
flower but a bud and soon you will see this bud will grow in a beautiful flower. Felice
was very happy.
At last, on Friday when Felice went in the garden she was extremely happy because
she saw one beautiful red flower & another bud. Felice was very glad to see that finally
she will be able to give something to her mother on her birthday. On Saturday when she
went in the garden there were flowers and many buds.
Felice decided that now it‟s time to pluck the flowers and make a bouquet out of it
to present it to her mom. When she was about to pluck the flowers Felice‟s friend Mr.
Rabbit told her that when we pluck flowers they die & become dry, he suggested why
don‟t you bring your mother here in the garden & show her this plant & so that every
day when you will water them more & more flowers will grow.
Felice was very happy with Mr. Rabbit‟s idea & decided to bring her mom to the garden
the next day. So, on Sunday Felice woke up early & wished her mom happy birthday &
requested her to accompany her to the garden. When Felice & her mum reached the
garden Felice the cat was shocked to see more beautiful lovely pretty flowers. Then
Felice told her mom all about the flowers & her gift. Felice mum was very glad & gave
Felice a big hug & said Thank You!
39
Module 2
PDT 4091
40
UNIT SIX: THE METHODOLOGY OF ACTION RESEARCH AND
JUSTIFICATION
1. Context
In Pakistan, integrated curriculum and learning difficulties are both very new
concepts which are just being explored by some private schools (Lari, 2001; Asif
2001; Shafi et al, 2010). The aim of this study is to determine the knowledge of
educational authorities regarding the use of integrated curriculum with children
of SPLD. This study also aims to evaluate the benefits of using of integrated
curriculum with SPLD children.
Based on the aims of this study it is essential that the researcher clearly
states what is meant by integrated curriculum in the particular school context.
Also the researcher should clarify how the children with SPLD were identified?
and what types of SPLD will be considered? (e.g only children with dyslexia or all
others learning difficulties). Since this is a study based on one school setting, it
is a small scale research designed to meet the needs of SPLD children in a
particular school. The study design and the interpretation and implications of
the study findings will be in context of this school.
2. Generalization
The area of integrated curriculum with SPLD children is under-developed in
most schools including those in Pakistan (Lari, 2001; Asif 2001; Shafi et al,
2010). This present research has been designed to meet the needs of one
particular school. The findings of this study can be used by other schools to
assist them in developing their own unique programme.
It is essential to note that every school is different as it operates in a
different context. Any programme designed should take into account the
specifics needs to the children and educational environment. However, the
findings of this present study can help to provide insight into area which has not
been explored much in Pakistan; the results of this exploratory study can
therefore provide other educational institutions with the confidence to conduct
similar studies and deign specific interventions based on their needs.
41
3. Truth, Truthfulness, Reliability and Validity
Since this study is based on one school, the study does not aim to repeat itself
in other institutions. Previous research in the field of integrated curriculum
with SPLD children has shown contradictory results, with some studies
supporting the use of it (Lari, 2001) and others reporting little or no benefits
from its use (Lewis, 1999). Since both SPLD and integrated curriculum are new
concepts introduced in Pakistani schools, the findings of this exploratory study
will indicate whether the study design is beneficial to the school or not. The
implications of the findings will be incorporated into the school policy for future
curriculum development and enhancement of teaching styles for children with
SPLD.
As this study has dual aims of determining the attitudes and knowledge of
teachers regarding use of integrated curriculum with children of SPLD, as well
as evaluate its benefits, the study will use a mixed methods design. Quantitative
data collected through survey questionnaire designed to elicit teachers views
regarding the use and knowledge of integrated curriculum, will be further
supported by qualitative data will be collected through interviews and classroom
observations.
4. Variables
The main predictor variables in this study is the teachers views on use of
integrated curriculum with children with SPLD. The outcome variable will be
measured as change in academic performance after use of integrated curriculum
with children with SPLD.
In general students academic performance is influenced by three key factors
namely child‟s family (González et al, 2002) the school (Atkinson, 2000) and
individual child factors (Zsolnai, A. (2002). Each of these three major
categories have a number of issues that play a key role in the overall academic
achievement of the child. As this is a small scale exploratory study based on one
school it is not possible to investigate all the factors that influence the outcome
of performance. Since literature suggests that teaching styles (Cothran et al,
2000) is an important factor that influences outcome of pupil‟s performance,
this variable will be explored. The study will focus only on children with dyslexia
in order to minimize bias resulting from other characteristics of different
disabilities.
42
5. Kinds of Data
Consistent with literature that suggest using a mixed methods approach leads
to best findings, this study will combine both qualitative and quantitative data
techniques (Steckler et al, 1992). This type of design begins with a strong
research methodology with quantitative methods that are enhanced with
qualitative measures of key processes and outcomes. Qualitative methods, such
as interviews and case studies, improve the design by providing data that can
give insights into how findings work and how findings can be translated to
practice. By itself, a quantitative method can identify what works, but has
limited explanatory power: there is little information about how students
learned and how instruction worked, for example. With qualitative designs there
is rich information about learners and teaching, but the information about what
worked is more subjective and cannot be generalized. By combining the two
methods, we can obtain a much richer understanding. In other words, using a
rigorous design the quantitative methods can tell us what works, while the
qualitative methods can tell us how it works.
Quantitative data will be collected in the form of survey questionnaires to be
completed by class teachers, head teachers and school principals (n=50).
Qualitative data will be collected by classroom observation of two children
identified with SPLD (dyslexia). A small sample (n=10) of teachers will also be
interviewed about their views on use of integrated curriculum with SPLD
children.
Quantitative data will be collected using questionnaire rated on a 5 point Likert
scales ranging from strongly agree to strongly disagree. Literature search
suggests that the most effective method for obtaining consistent survey
responses is to use a Likert scale. A Likert Scale allows a participant to provide
feedback that is slightly more expansive than a simple close-ended question, but
that is much easier to quantify than a completely open-ended response (Rensis
1932; John, 2008).
However, one of the major drawbacks of using a questionnaire is that it fails to
provide complete information and does not give the researcher any information
about the subjects‟ views and perceptions regarding the topic under study. It is
for this reason that recent studies have emphasized that a survey questionnaire
should be followed with a brief interview to gain deeper insight into the topic.
It is for this reason that after the survey questionnaires have been completed a
selected sample of teachers will be interviewed using open-ended questions.
43
Qualitative data from teacher‟s interview will be analysed using grounded theory
(GT), theory which emerges from and is „grounded‟ in data. Grounded theory
procedures, including the naming or labelling of things and the developing of
categories and properties, is known as coding (Glaser and Strauss, 1967). The
grounded theory method offers „a logically consistent set of data collection and
analysis procedures aimed to develop theory‟ (Charmaz, 2001 p. 245). Coding can
be done very formally and systematically or quite informally. Essentially, each
line, sentence, paragraph etc. is read in search of the answer to the repeated
question "what is this about? What is being referenced here?" In grounded
theory, coding is normally done quite informally. There are three distinct yet
overlapping processes of analysis involved in grounded theory from which
sampling procedures are typically derived. These are: open coding, axial coding
and selective coding. Open coding is based on the concept of data being
“cracked open” as a means of identifying relevant categories. Axial coding is
most often used when categories are in an advanced stage of development; and
selective coding is used when the "core category", or central category that
correlates all other categories in the theory, is identified and related to other
categories.
6. Involvement
For a successful research project, it is essential that a good rapport is built
between the researcher and subject based on trust and mutual respect. Acting
as both a postgraduate researcher and a practitioner (teaching coordinator),
There is the possibility of bias influencing the outcome. A responsible
researcher will be aware of possible bias and will make all efforts to minimize
bias by taking the appropriate steps such as using randomization when selecting
data sample, and using blind observer (including the researcher, and one other
professional) when conducing classroom observations and coding interviews
(Concato et al, 2000).
One of the most important domains of ethical interest is concerned with the
protection of children perceived as vulnerable and open to exploitation by
researchers (Mahon et al, 1996; (Bhutta, 2002). Issues of informed consent,
the appropriateness of children as research subjects, the research methods
and potential for physical, emotional or psychological harm are considerations
that are assessed before permission is given for the research to commence
(Medical Research Council, 2001). If researchers are to involve children, they
must use methodologies which support children‟s intellectual and social abilities.
Methodologies must also ensure that the researchers fulfil their social and
ethical obligations by protecting children in the eventuality of physical,
psychological or emotional threat. A relationship based on trust and mutual
44
respect can be developed, allowing the researcher to uphold the ethical
imperatives when working with children (Keddie, 2000). This approach is
consistent with the social, intellectual and communication requirements of
children participating in research (Birbeck et al, 2007).
Although it is internationally accepted that ethical approval should be routinely
sought when conducting research with children and adolescents (Medical
Research Council, 2001), there was no research ethics committee in Pakistan
when this study was carried out. However, ethical concerns relating to this
research were discussed in detail with the educational, authorities and the
research was approved by them. After explaining the purpose of the study,
written consent was obtained from the school authorities, followed by the
parent of both children who will be observed. Participants were free to decline
answering any specific question or to withdraw from the study at any time.
Confidentiality of participants was maintained during the administration of the
questionnaires. Confidentiality of the subject‟s information during the
interviews and observation was also assured; the participants were made aware
that their responses would only be used for research purpose.
7. The Kind of Knowledge being created
A review of literature indicates contrasting findings on the usefulness of
integrated curriculum with SPLD children (Czerniak et al, 1999). This study is
the first of its kind in Pakistan and indeed in the school settings. The findings
of this study will enable policy makers in the school to arrive at the best
evidence-based teaching methods of SPLD children. The results of this study
will not be generalized to other school settings since it is unique to this
particular school context. However, the findings may prove useful to assist
other schools and professionals to develop their own unique programmes for
SPLD children in their individual school‟s context.
45
REFERENCES
Asif MM (2001) Development of a model curriculum for elementary education in
Pakistan. PhD thesis, Bahauddin Zakariya University, Multan.
Atkinson, E. (2000). An investigation into the relationship between teacher
motivation and pupil motivation. Educational Psychology, 20 (1) pp. 45- 57.
Bhutta, Z. A. (2002) Ethics in international health research: a perspective from
the developing world. World Health Organisation.
Birbeck, D.J. (2007). Research with Young Children: Contemplating Methods and
Ethics. Journal of Educational Enquiry, 7(2) pp. 21-31.
Charmaz, K. (2001) In The American Tradition in Qualitative Research, Vol. II
(Eds, Denzin, N. K. and Lincoln, Y.S.) Sage, London, pp. 244-285.
Concato J, Shah N, Horwitz RI. (2000) Randomized, controlled trials,
observational studies, and the hierarchy of research designs. New England
Journal of Medicine, 342 pp. 1887–1892.
Cothran, D.J., Kulinna, P.H., Banville, D., Choi, E., Amade-Escot, C., MacPhail, A.,
MacDonald, D., Richard, J.F., Sarmento, P.A. & Kirk, D. (2005). Cross-Cultural
Investigation of the Use of Teaching Styles. Research Quarterly for Exercise
and Sport. 76(2) pp. 193-201.
Czerniak, C. M., Weber, W. B., Sandmann, A., & Adhern, J. (1999). A literature
review of science and mathematics integration. School Science and
Mathematics, 99(8) pp. 421–430.
González, J.A. et al (2002). A structural equation model of parental involvement,
motivational and aptitudinal characteristics, and academic achievement. Journal
of Experimental Education, 70 (3) pp. 257-287.
Glaser, B. G. and Strauss, A. L. (1967) The discovery of grounded theory:
Strategies for qualitative research, Aldine Publishing Company, New York.
John, D. (2008). "Do Data Characteristics Change According to the number of
scale points used? An experiment using 5-point, 7-point and 10-point scales".
International Journal of Market Research 50 (1) pp. 61–77.
Keddie, A. (2000). Research with young children: Some ethical considerations.
Journal of Educational Enquiry, 1(2), pp. 72-81.
46
Lari, Z.S. (2000) The Curriculum in the Special Schools of Pakistan.
International Journal of Special Education 15 (2) pp. 1-20.
Mahon, A., Glendinning, C., Clarke, K. & Craig, G. (1996). Researching children:
Methods and ethics. Children and Society, 10 (2), pp. 145-154.
Medical Research Council. (2001). National Statement on Ethical Conduct in
Research Involving Humans: Research Involving Children and Young People.
Retrieved 21 June 2010 from,
http://health.gov.au/nhmrc/publications/humans/part4.htm
Rensis L (1932). "A Technique for the Measurement of Attitudes". Archives of
Psychology , 140, pp. 1–55.
Shafi R, Quadri KH, Ahmed W, Mahmud SN, Iqbal M. (2010) Experience with a
theme-based integrated renal module for a second-year MBBS class. Advances
in Physiology Education 34, (2) pp. 15-19.
Steckler, A., McLeroy, K. R., Goodman, R. M., Bird, S. T. & McCormick, L. (1992).
Toward integrating qualitative and quantitative methods: An introduction.
Health Education Quarterly, 19 pp. 1–8.
Zsolnai, A. (2002). Relationship between children‟s social competence, learning
motivation and school achievement. Educational psychology 22, (3) pp. 317-330.
47
Module 2
PDT 4091
48
UNIT SEVEN: THE METHODS OF DATA COLLECTION AND THEIR
JUSTIFICATION
Design
Mixed methods qualitative and quantities study (Steckler et al, 1992).
Sample
Quantitative data will be collected in the form of survey questionnaires to be
completed by class teachers, head teachers and school principals (N=50).
Qualitative data will be collected by classroom observations of two children
identified with SPLD (dyslexia). Teachers will also be interviewed about their
perception on use of integrated curriculum with SPLD children.
Measures/instruments
Quantitative measure
1) KNOWLEDGE OF INTEGRATED CURRICULUM QUESTIONNAIRE
This especially designed questionnaire consists of 10 items to be completed by
educational authorities regarding the knowledge of the use of integrated
curriculum with SPLD children.
2) GRASHA-RIECHMANN TEACHING STYLE INVENTORY
The Grasha-Reichmann Teaching Style Inventory (Grasha, 2002) is a web-based
assessment, available at various web sites, that asks for a Likert-type response
to a series of questions designed to objectively categorize teaching style. A
teacher is asked to respond to a statement such as, "I set high standards for
students in this class." He/she responds within a five-point range from strongly
disagree to strongly agree. The teaching style is calculated via a numeric score
and the results are presented in a table that presents whether the respondent
is low, moderate or high, based on the numeric outcome, in a particular style.
Teaching style is scored on separate scales for each of the five predominant
teaching styles: Delegator, Facilitator, Personal Model (or Demonstrator),
Formal Authority, and Expert. Grasha also found that these five styles group
into four clusters:
49
Cluster 1 - expert/formal authority
"tends toward teacher-centered classrooms in which information is presented
and students receive knowledge."
Cluster 2 - personal model/expert/formal authority
"is a teacher-centered approach that emphasizes modeling and demonstration.
This approach encourages students to observe processes as well as content."
Cluster 3 - facilitator/personal model/expert cluster
"is a student-centered model for the classroom. Teachers design activities,
social interactions, or problem-solving situations that allow students to practice
the processes for applying course content."
Cluster 4 - delegator/facilitator/expert
"places much of the learning burden on the students. Teachers provide complex
tasks that require student initiative, and often group work, to complete."
Qualitative measure
1) CLASSROOM OBSERVATION
Systematic classroom observation is a quantitative method of measuring
classroom behaviors from direct observations that specify both the events or
behaviors that are to be observed and how they are to be recorded. Generally,
the data that is collected from this procedure focuses on the frequency with
which specific behaviors or types of behavior occurred in the classroom and
measure their duration (Waxman et al, 1999).
Although there are several types of observational procedures or techniques
that have been used to examine effective teaching (e.g., charts, rating scales,
checklists, and narrative descriptions), the most widely used procedure or
research method has been systematic classroom observation based on
interactive coding systems (Good & Brophy, 2000). These interactive coding
systems allow the observer to record nearly everything that students and
teachers do during a given time interval.
50
Teachers interviews:
After completing the survey questionnaire, ten teachers were randomly
selected by picking every fifth name from a list of all participants (N=50) for a
detailed personal interview. Interview consisted of three open ended questions.
1)What are your concerns regarding the practice of integrated curriculum in
your school?
2) What can you say about your current level of professional expertise with
regards to integrative curriculum?
3)What kinds of support services and resources are available in your schools for
promoting integrative curriculum?
The interview response were recorded and then transcribed verbatim.
RESEARCH AIMS
* The study aims to determine the knowledge of educational authorities
regarding use of integrated curriculum with SPLD children in one Pakistani
school.
* The study aims to determine the perceptions and attitude of educational
authorities regarding use of integrated curriculum with SPLD children in one
Pakistani school.
* The study also aims to evaluate the usefulness of integrated curriculum with
SPLD in classroom setting by means to direct observation and improvement in
academic performance.
RESEARCH PROCEDURE
The researcher will obtain written consent from the school authorities. They
will be provided with information sheets and consent forms. The school will then
be requested to arrange a meeting with the teachers and they will then be
introduced to the research project; once again information sheets and consent
forms will be provided to individual teachers. Ethical issues and confidentiality
of information sharing will be clearly explained.
Since the research aims are dual-fold, data collection will be done in two stages.
In the first stage the researcher will collect general information about the
awareness regarding use of integrated curriculum with SPLD children. This
51
questionnaire will be completed by all teachers of primary classes 1-5 (N=50) in
the target school. After the survey, teachers will be interviewed about their
opinion on integrated curriculum with special needs children. After the survey, a
sample of teachers (n=10) will be interviewed to determine their perception and
attitudes towards the use of integrated curriculum.
In the second stage, two children form two separate sections of grade one who
have been identified by the school psychologist as having SPLD (DMS-IV
diagnosis of dyslexia) will be selected. In order to minimize bias, the children
will be matched for demographic variables including age, gender, social status of
family and type of disability. The parents of the two children will be informed
about the study and consent will be obtained. The two students will be observed
over a period of one month while the two class teachers apply an integrated
curriculum approach (both teachers have prepared the plan together and
exactly the same planning session will be observed in both classes at different
times). The student‟s performance will be evaluated by direct observations
conducted by an observer who is not part of the planning, the final outcome
measure will be the student‟s academic report provided at the end of the
academic term; this report will be used as a measure of change/improvement in
students‟ performance over a period of one month during which integrated
curriculum approach was applied.
Literature search suggest that students‟ learning is influenced by a number of
factors and that teaching style is an important factor that influences academic
outcome (Cothran et al, 2000). This study will also measure teacher teaching
style by means of the Grasha-Reichmann Teaching Style Inventory (Grasha,
2002) to determine if teaching styles may have an added influence on the
outcome.
IMPLICATIONS
A review of literature indicates contrasting findings on the usefulness of
integrated curriculum with SPLD children (Czerniak et al, 1999). This study is
the first of its kind in Pakistan and indeed in this school‟s settings. The findings
of this study will enable policy makers in the school to arrive at the best
evidence-based teaching methods of SPLD children. The results of this study
will not be generalized to other school settings since it is unique to this
particular school context. However, the findings may prove useful to assist
other schools and professionals to develop their own unique programmes for
SPLD children in their individual school‟s context.
52
REFERENCES
Cothran, D.J., Kulinna, P.H., Banville, D., Choi, E., Amade-Escot, C.,
MacPhail, A., MacDonald, D., Richard, J.F., Sarmento, P.A. & Kirk, D.
(2005). Cross-Cultural Investigation of the Use of Teaching Styles.
Research Quarterly for Exercise and Sport. 76(2) pp. 193-201.
Czerniak, C. M., Weber, W. B., Sandmann, A., & Adhern, J. (1999). A
literature review of science and mathematics integration. School Science
and Mathematics, 99(8) pp. 421–443.
Good, Tom L & Brophy, Jere E. (2000). Looking in Classrooms, 8th edition.
New York: Longman.
Grasha, A. F. (2002). Teaching with Style. San Bernadino, CA: Alliance
Publishers.
Schreiber RS, Stern PN (2001) Using Grounded theory in nursing.
Philadelphia, PA: Springer.
Steckler, A., McLeroy, K. R., Goodman, R. M., Bird, S. T. & McCormick, L.
(1992). Toward integrating qualitative and quantitative methods: An
introduction. Health Education Quarterly 19 (1), pp. 1–8.
Waxman, Hersh c., & Huang, Shwu-yong L. (1999). Classroom Observation
Research and the Improvement of Teaching. In New Directions for
Teaching Practice and Research, ed. Hersh C. Waxman and Herbert J.
Walberg. Berkeley, CA: McCutchan.
53
Module 2
PDT 4091
54
UNIT EIGHT: THE METHODS OF DATA ANALYSIS AND THEIR
JUSTIFICATION
Analyzing Quantitative data
Quantitative data will be analysed using descriptive statistical analysis.
Descriptive statistics include measures of central tendency (averages - mean,
median and mode) and measures of variability about the average (range and
standard deviation). These give the reader a 'picture' of the data collected and
used in the research project. Data will be described using frequency tables,
graphs and figures.
Benefits of Quantitative research
Quantitative research uses methods adopted from the physical sciences that
are designed to ensure objectivity, generalizability and reliability. These
techniques cover the ways research participants are selected randomly from
the study population in an unbiased manner, the standardized questionnaire or
intervention they receive and the statistical methods used to test
predetermined hypotheses regarding the relationships between specific
variables. The researcher is considered external to the actual research, and
results are expected to be replicable no matter who conducts the research. The
strengths of the quantitative paradigm are that its methods produce
quantifiable, reliable data that are usually generalizable to some larger
population. Quantitative measures are often most appropriate for conducting
needs assessments or for evaluations comparing outcomes with baseline data.
Analyzing Qualitative data
Qualitative data will be analysed using grounded theory. Grounded theory will be
used to explore teacher‟s beliefs regarding the use and benefits of integrated
curriculum. As a qualitative, systematic approach, grounded theory (GT) is often
used to explore social processes in context. GT involves the iterative collection
and analysis of data to formulate explanatory theories grounded in the world of
participants (Chentiz & Swanson, 1986). GT was originally developed by Glaser
and Strauss (1967) and refined by others, including Glaser (1978), Strauss
(1987), Strauss and Corbin (1998), Schreiber and Stern (2001), and Charmaz
(2006).
55
Consistent with GT methodology, a randomly selected sample of ten teachers‟
were interviewed about their views on use of integrated curriculum. Interviews
were taped and transcribed verbatim. Throughout the interview process data
analysis will be conducted, emerging themes will be identified and abstract
codes will be assigned, all the codes will be put into core categories. Finally, a
theory of teacher‟s views on the use and benefits of integrated curriculum will
be constructed based on the interview data.
Benefits of Qualitative research
Qualitative research methodologies are designed to provide the researcher with
the perspective of target audience members through immersion in a culture or
situation and direct interaction with the people under study. Qualitative
methods include observations, in-depth interviews and focus groups. Hypotheses
are generated during data collection and analysis, and measurement tends to be
subjective. The advantage of using qualitative methods is that they generate
rich, detailed data that leave the participants' perspectives intact and provide a
context for health behavior. The focus upon processes and "reasons why"
differs from that of quantitative research, which addresses correlations
between variables. A disadvantage is that data collection and analysis may be
labor intensive and time-consuming.
It is for these reasons that current researches tend to emphasis using a mixed
methods design.
Main Variables to be analyzed
Outcome variable
* The knowledge of integrated curriculum use with SPLD children
* The attitude of teachers regarding benefits of using integrated curriculum
with SPLD children
* The change in academic performance of children.
Predictor variable Integrated curriculum
Mediator variable: Teaching style
Control variable: Age, gender, social class, type of disability, teaching
experience
56
Controls for Student Background
Socio-economic Status: Measures of parental educational attainment and family
income are used as indicators of socio-economic status. The two children
selected for observation both were matched on these indicator.
Demographic Characteristics: the two students were matched on gender, age
and type of disability (dyslexia).
ANALYZING OUTCOME MEASURES
Student Outcome Measures
Academic Performance Report:
The main student outcome variable is student academic performance report
provided by the school at the end of each academic term. This formal report
consists of teacher‟s remarks indicating changes in student‟s overall academic
performance. Since this data will be available in the form of text (academic
reports) data will be analyzed using grounded theory.
Teacher and Teaching Quality Measures
Teacher Variables: Teacher variables measures that are often considered part
of teacher quality in sociological and economic models of school achievement are
used, namely teaching experience and educational level. Demographic factors
such as teacher gender will also be included and analysed using descriptive
statistics.
Teaching Style: The Grasha-Reichmann Teaching Style Inventory will be used.
Teaching style is scored on separate scales for each of the five predominant
teaching styles: Delegator, Facilitator, Personal Model (or Demonstrator),
Formal Authority, and Expert. Data will be presented in the form of table using
descriptive statistics.
Observation and interviews of integrated curriculum: Three variables will be
observed. These measures are based on the student-teacher relationship,
student‟s interaction with peers, students overall academic ability as measured
by performance on tasks after the planned lessons. Classroom observation and
interviews will be recorded and analysed using grounded theory.
57
REFERENCES
Charmaz K (2006) Constructing grounded theory: A practical guide through
qualitative analysis. Thousand Oaks, CA: Sage.
Chenitz WC, Swanson JM (1986) Qualitative research using grounded theory. In
From practice to grounded theory: Qualitative research in nursing. Edited by:
Chenitz WC, Swanson JM. New York: Addision –Wesley, pp. 3-15.
Glaser BG, Strauss A (1967) The discovery of grounded theory. Chicago: Aldine.
Glaser BG (1978) Theoretical sensitivity. Mill Valley, CA: Sociology Press.
Grasha, A. F. (2002). Teaching with Style. San Bernadino, CA: Alliance
Publishers.
Strauss A (1987) Qualitative analysis for social scientists. Cambridge:
Cambridge University Press.
Strauss A, Corbin JM (1998) Basics of qualitative research: Techniques and
procedures for developing grounded theory. Thousand Oaks, CA: Sage.
58
Module 2
PDT 4091
59
UNIT NINE: THE EVIDENCE & ANALYSIS OF THE EVIDENCE
This chapter discusses the results of the study and consists of two parts. The
first part provides details of the teachers‟ knowledge regarding integrated
curriculum, measured through use of survey questionnaire and, as well as a
detailed description of teachers‟ attitude and perception regarding the benefits
of integrated curriculum with special needs children.
The second part of this chapter is based on classroom observation to evaluate
the use of integrated curriculum with the two identified pupils with SPLD.
Demographic Results Fifty teachers took part in the study. All of them were
females. Most of the teachers had at least an intermediate degree (Year 12),
while a small number had a postgraduate degree. The majority of teachers had
more than five years of teaching experience and, about 10% had less than one
year teaching experience.
Table 1: Demographic profile (n=50)
Teacher qualification
10 years of schooling (29.0%)
10-12 years of schooling (32.9%)
Undergraduate /Bachelors (27.1%)
Graduate degree/higher (11.0%)
Teaching experience
Less than one year (9.7%)
One year (19.8%)
2-4 years (23.1%)
>5 years (38.6%)
>10 years (8.8%)
In order to gain more insight into and to extend the understanding of the issues
being investigated, separate interviews were conducted with 10 teachers. The
quantitative data were analysed with SPSS computer software (Coates & Steed,
2003). Descriptive analysis was conducted. Qualitative interview data was
analysed using mapping and interpretation of the themes technique (Ritchie &
Spencer, 1993).
60
I- TEACHER’S KNOWLEDGE AND ATTITUDE REGARDING USE OF
INTEGRATED CURRICULUM WITH SPLD PUPILS
Table 2 displays the frequency and percentage of response on each item, using a
three point rating scale. Teachers were required to rate their attitude and
knowledge regarding the use and benefits of integrated curriculum with SPLD
pupils.
The survey questionnaire response can be broken down to three categories, the
first focusing mainly on items related to the concept of integrated curriculum
(items 1, 2, & 3). Second focusing mainly on planning of an integrated curriculum
(items 4, 5 &6). The remaining items focus mainly on the use of integrated
curriculum with learning disabled children (items 7, 8, 9 & 10).
Attitude towards integrated curriculum
A significant number of the teachers (42%) reported that they were aware of
the concept regarding use of integrated curriculum. However, a considerable
number of teachers (34%) reported that they disagreed with the use of
integrated curriculum and 24% did not have enough information about
integrated curriculum.
Interestingly most of the teachers (82%) were of the view that children should
be taught in ways so that they can relate to different topics and subject areas;
only a small number of teachers (18%) disagreed with this concept. This view
was supported by majority teachers view (76%) that children should be able to
transfer knowledge from one subject area to another; once again only a small
number of teachers disagreed (24%) with this view point.
Planning an integrated curriculum
Teachers differed sharply in their views regarding planning. Most felt confident
about planning an integrated curriculum (48%). However a significantly large
number of teachers felt that they lacked the skill need to plan appropriately
according to needs of all pupils (38%).
This was supported by the teacher‟s views on planning time for integrated
curriculum. 46 % of the teachers disagreed that common planning time is
essential. Also, the lack of concern for planning was further supported by the
teachers reporting that 56% of them were unaware of the curriculum above and
below their grade levels.
61
Integrated curriculum with special needs children
The majority of the teachers were unfamiliar with using special needs
curriculum, with special needs children (58%), compared to only 30% who
reported being familiar with it. This lack of knowledge was further supported by
the teachers lack of ability of identify children with learning disability (48%),
only 38% of the teachers felt they had the skills needed to identify SPLD pupils
in the classroom. This was further compounded by the teacher‟s lack of ability
(48%) to plan and make arrangements for LD pupils. However, interestingly a
large number (46%) of the teachers agreed that use of integrated curriculum
on the whole make learning easy of LD pupils, but a great number of teachers
were unsure (38%) of the benefits of integrated curriculum.
62
Table 2: Teachers attitude and knowledge towards use of integrated curriculum (n=50)
Agree (n) % Disagree
Don’t know
The concept of integrated curriculum is clear to me. 21
42% 17
34% 12
24%
Children need to use connection in various areas. 41
82% 9
18% 0
It is important to emphasize the transfer of knowledge within and across subject areas in everyday life.
38 76%
12 24%
0
I know how to plan an integrated curriculum. 18
36% 23
46% 9
18%
Common planning time is a critical element in effectively integrating curriculum. 24
48% 7
14% 19
38%
I have an awareness of the curriculum content in the grades above and below me . 17
34%
28 56%
5
10%
I am familiar with the special needs area in the curriculum. 15
30% 29
58% 6
12%
I can identify students with learning disabilities (LD) in my classroom. 17
34% 24
48% 9
18%
I can make necessary arrangements for planning for students with LD. 19
38% 24
48% 7
14%
Integrated curriculum makes learning easy for students with LD.
23 46%
8 16%
19 38%
63
36%
46%
18%
Planning an integrated curriculum
Agree Disgree Dont know
30%
58%
12%
Familiarity with the special needs curriculum
Agree Disgree Dont know
46%
16%
38%
Integrated curriculum use with LD pupils
Agree Disgree Dont know
42%
34%
24%
Concept of integrated curriculum
Agree Disgree Dont know
64
II- QUALITATIVE ANALYSIS (Teachers’ interviews)
Teachers’ perception on the use and benefits of the use of integrated
curriculum with SPLD pupils
The three key themes that emerged from the group interviews were: „beliefs about
inclusion‟, professional issues‟ „and resource issues‟. Apart from being consistent
with the responses obtained from the survey questionnaire, the qualitative findings
provided a rich description of the teachers‟ perception and attitudes towards
inclusion. Representative quotes from the group interviews have been reproduced
to reflect each of the three themes.
1. Beliefs about integration
The teachers‟ beliefs about the benefits of using an integrated education approach
lead to a mixed response, with some teachers endorsing the idea of using such
approach where as others not in favour of integration.
On a positive note, teachers believed that if students with disabilities were
included in regular classes it would positively boost their self-esteem and enhance
their academic performance
We must not only be thinking about the placement of students with disabilities into
regular schools, we also must think about how their placement is going to improve
the emotional and academic performance of the students with disabilities.
Integration is the only way pupils can acquire a holistic understanding of the world
around them.
In sharp contrast to the above mentioned views, some teachers had a more
pessimistic opinion. Some teachers felt that children with special needs,
particularly those with sensory impairments, did not belonging in regular classes
and were, therefore, not likely to benefit from such an (integrated education)
approach.
We haven‟t yet come to terms with the belief that students who cannot speak or
hear can be educated in regular schools …we do not believe this is going to work. It
is better if they remain in the special schools.
65
Teachers also believed that including students with disabilities limits the amount
of teaching work they could do thereby resulting in incompletion of the syllabuses:
This integration business does not work for me. We are always far behind in
completing our syllabuses for the term… Planning time has increased as teachers
have to sit together and plan one topic....this just increases the work load.
2. Professional issues
In line with the survey findings, teachers on the whole felt that integrated
approach would be beneficial; however, very few teachers felt they had the skills
and training to teach pupils with special needs using an integrated approach. These
teachers pointed out that:
The only reason we feel conformable using such an approach was due to their added
training in use of integrated curriculum in inclusive education settings. Co-workers
who have not attended these trainings are not equipped to plan such a lesson and
would thus cause more harm than good to the pupils.
A large number of teachers perceived that their professional knowledge and skills
were inadequate to effectively teach students with special needs in regular
schools:
We do not have the requisite knowledge, skills and experience to do that sort of
teaching. You meet some of the students who cannot express themselves… others
too can‟t read normal books and you just don‟t know what to do to help them
because you do not know yourself.
Further, the teachers expressed fear and concern, that because they do not have
the required knowledge and expertise to teach students with special needs who are
included in their regular classes; it is contributing to a reduction in the academic
success of their schools:
How do the policy makers expect us to work with students that we have not been
trained for? Our inability to meet the needs of those students with specific
problems such as intellectual disabilities is hindering academic progress for us.
Teaching all these students at the same time is really a difficult job for us.
66
3. Resource issues
Apart from teachers‟ negative beliefs and concern for their professional
competency to practice integrated approach in an inclusive education, resource
issues also drew much concern from teachers. Resource issues included physical
aspects such as overcrowded classrooms, lack of proper teaching resources and
visual aids to meet the needs of all pupils
It is really hard for us to manage with the existing resources…. Our classrooms are
overcrowded with one teacher teaching 25 to 30 students in one class. It is not
possible to give individual attention to all these students including students with
special needs. It really makes it difficult to use an integrated approach
Teachers overwhelmingly believe that integrated education is impossible without
addressing their needs for specialist resources. Overall belief is that without
sufficient resources and support integrated education was not possible and
doomed:
I am very keen on the use of integrated curriculum approach with special needs
children; however, I feel that our school has not provided us with adequate and
appropriate resources to meet the needs of children. We are forced to complete
the syllabus and have to move on even if we are certain that some students have
not grasped the concept.... it‟s about completing the syllabus on time... and not
about what students are learning.... During trainings we were told that a separate
assessment and marking criteria should be applied for children with special needs,
however our school administration has still not approved this policy as a results
many of our pupils with learning problems are unfairly assessed.
67
III- EVALUATING BENEFITS OF INTEGRATED CURRICULUM THROUGH
CLASSROOM OBSERVATION
Teaching style of teacher A as measured on Grasha-Reichmann Teaching Style
Inventory. The table below displays the teaching style results of teacher A and on
teaching style inventory.
TEACHING STYLE
POINTS GRADE
Expert 4.20 High
Formal authority 3.0 Moderate
Personal model 4.48 High
Facilitator 3.87 High
Delegator 3.37 moderate
CLASSROOM OBSERVATION (Teacher A Student X)
The teacher started her session by showing a real plant to the students and asking
them, “Can you think what topic will we be doing today”? She brainstormed all
topics on the board. She then asked the students, “How does a plant grow”? She
gave students time to think individually (T), and then she asked them to share with
their partner (P) and then with their group (S), thus incorporating the co-operative
learning strategy of TPS. After that she asked each group to give one point.
After the students had shared, she told them that she will be telling them a story
of a cat named Felice who loved gardening. The teacher began the story and used
props and pictures and gestures to make the story interesting for the students.
She showed the pictures to the kids and let them touch the props. The whole story
was based on the concept of germination but the other things integrated with it
were days of the week, names of animals, care of nature around us. When the story
telling was complete the teacher asked few questions related to the story to check
if all students understood the plot of the story. The teacher also talked about all
the integrated topics and made sure that kids valued the integrated concepts. The
teacher made sure to ask all the students. She asked lower order questions to the
less able students and higher order questions to the more able students. After the
questioning the teacher gave germination picture cards in groups and she asked
students to sequence the cards and write one sentence about each. Later each
group had to present their work. In order to have equal participation the teacher
gave roles to all the group members to that all of them have a sense of
68
responsibility and all of them get equal opportunity to learn. As an extension/ home
task she asked students to draw the germination process on loose sheets and bring
to class.
How did the integrated learning affect student X :
1. Academics: The teacher had prepared special cards with names of days of
the week for student X. When the story session was over she asked him (X)
to place the cards with the pictures so that he can make a link with the
story of germination and days of the week. Regarding the care and respect
of nature around us, the teacher during the lunch time spent time with
student X in the ground and discussed the topic with him. She encouraged
him and made him a nature helper of the month to water the school plants.
2. Peer interaction: Student X was actively involved during the TPS activity.
When it was the groups turn to share idea the group members encouraged
student X and also assisted him to share the group idea which was appreciated
by the teacher. During the group task student X was actively involved as a
resource manager and made sure that their group had all the resources
required for the task. When the group ran out of writing sheets, he ran to the
teacher and asked for more.
3. Student-teacher interaction: the teacher was seen constantly encouraging
and supporting student X, while the TPS activity was going on she was in their
group for 5 minutes to assist student X with the discussion. She also let
student X hold the pictures for her while she told the story and she asked him
simple low order questions so that he could answer them and she kept
reinforcing him. She constantly kept visiting the group of student X while they
were doing the group task.
Student A Academic progress report (teachers’ comments)
A has shown remarkable progress in his academic performance. The use of an
integrated curriculum approach has enable A to grasp wide range of topics. A has
also shown improvement in his interaction with peers and staff, with constant
encouragement and support he will continue to do well.
69
Teaching style of teacher B as measured on Grasha-Reichmann Teaching Style
Inventory.
The table below displays the teaching style results of teacher B and on teaching
style inventory.
TEACHING STYLE
POINTS GRADE
Expert 3.80 High
Formal authority 4.10 High
Personal model 3.0 moderate
Facilitator 3.10 moderate
Delegator 3.0 moderate
CLASSROOM OBSERVATION (TEACHER B STUDENT Y)
The teacher started her session by showing a real plant to the students and asking
them that can you think what topic we will be doing today. She started writing all
the answers on the board and then she told the students that today we will study
about plants and how they grow. She then asked students how plants grow? She
asked them to “Think and tell her”. And then she asked students to share with
partners and then with group. She tried to incorporate the strategy of TPS (think-
pair-share) of co-operative learning, but after the groups had discussed with each
other the teacher told the students that today we will do a story. She pasted
pictures on the board, and she read a story on germination. Students were waiting
to see the pictures closely but that time never came.
The story had many integrated concepts days of the week, names of animals, care
of nature around us. When the story telling was complete, the teacher asked few
questions related to the story to check if students understood the story. The
teacher asked few bright students, and the questions asked were lower order
questions. After the questioning the teacher gave germination picture cards in
groups, and she asked students to sequence the cards and write one sentence
about each. Then she asked for one pupil from each group to come forward and
share what their group had done. As an extension/ home task she asked students
to draw the germination process on loose sheets and bring to class.
70
How did the integrated learning affect student Y:
1. Academics: The teacher asked them to look at the pictures and see what is
happening and remember how it is related to the story. Student Y could appear
confused (either the instructions were too long or they were unclear for student
Y). The student tried to copy his group mates, Student Y could not sequence the
pictures related to the germination concept. He finally left the work and just
watched others. The teacher did not take any notice.
2. Peer interaction: Student Y was very quiet and seemed not to have understood
the instructions of the teacher. The group members did not include student Y in
their discussions. During the activity the teacher was at her desk, and she did not
help student Y be a part of the discussion. The student Y looked at other members
of the group and tried to copy what they were doing, but could not do the task and
finally gave up.
3. Student-teacher interaction: while the students were doing the TPS activity
the teacher was checking the students‟ diaries. She sat on her seat and gave
general instructions but did not individually interact with students. After the
discussion time was over the teacher began questioning, but her focus was towards
the bright ones, and student Y was left behind. While the students were working in
groups, student Y was unable to understand the concept and sequence the pictures;
the group members did not involve him much, and, as the teacher was at her desk,
she could not support student Y with his learning.
Student B Academic progress report (teachers’ comments)
B has shown little improvement in his academic ability. The use of integrated
curriculum appears to have had little effect on him. He does seem to have shown
some improvement in his interaction with peers and does appear to show interested
in group activities. B is most likely to benefit from an individual „one-on-one‟
approach using a structured plan rather than an integrated approach.
71
Module 2
PDT 4091
72
UNIT TEN: IMPACT OF THE ACTION RESEARCH PROJECT
The two-fold aim of this study was to determine the teacher‟s knowledge and
attitudes towards the use of integrated curriculum with SPLD children. This study
also aimed to evaluate the use of integrated curriculum with SPLD children in
mainstream inclusive classroom settings through direct observation of pupils.
Attitudes and knowledge of integrated curriculum
The findings of this study suggest that teachers in Pakistan have some basic
awareness regarding integrated curriculum. However most of them felt they did
not have the skills and training needed to prepare an integrated curriculum plan for
use with pupils. Teachers also felt that the schools did not provide them with
adequate resources needed to meet the needs of pupils with SPLD.
Overall the teachers were in favour of an integrated curriculum; however, they
stressed the needs for proper policies and trainings to ensure effective outcomes.
Czerniak and colleagues (1999) conducted a review of literature on integrated
curriculum and offer an excellent look at the state of the art. According to them
curriculum integration is a complex topic because every aspect of education is
involved. It is for this reasons that many schools choose to use an integrated
curriculum method. In a multidisciplinary approach, which is often used in
elementary school, two or more subject areas are organized around the same
theme or topic. Using such an approach enables pupils to learn and forms links
about various topics that is highly beneficial to acquire an overview of things in
their environment.
The beliefs, attitude and concerns expressed by teachers in this study may be
explained due to lack of professional preparedness, available resources, lack of
sufficient orientation and specialist assistance. Professional knowledge (initial and
further training), material and human resources are found to enhance teachers‟
positive attitudes and their willingness to embrace and make integration work
(Avramidis, Bayliss & Burden, 2000; Loreman, Deppeler & Harvey, 2005). It is when
teachers are sufficiently equipped in knowledge and expertise and supported by
other professionals that their confident levels to work with an integrated approach
all students in inclusive classrooms will improve.
73
Researchers have noted that inclusive education is a dynamic process without any
quick fix which requires the endorsement of regular classroom teachers to be
successful (Corbett, 2001; Lindsay, 2003). Thus, any intervention programmes to
reduce negative attitudes and improve inclusive education should adopt a
comprehensive grassroots approach and target these issues.
Benefits of using integrated curriculum with SPLD pupils
The results of the qualitative survey and interviews were supported by the
classroom observations. Overall it was felt that the students did benefit from
integrated curriculum approach; however, one of the key variables measured i.e.
teaching styles and teachers own personality does seem to influences the overall
outcome. The findings suggest that in order to ensure complete benefits of the
use of integrated curriculum teachers should receive adequate training and skills
of various teaching methods, and information on how teaching style influences on
the pupil‟s performance.
The findings of this study emphasise the importance of teaching styles, suggesting
that educators need to adopt approaches to teaching and assessment that enable
students with different needs and learning styles to learn effectively (Felder,
2004). Teachers need to create a suitable mix of different learning opportunities
to ensure that the largest possible number of students can learn effectively.
Identifying individual students‟ learning characteristics may help educators to
improve their course design and choose helpful and appropriate learning outcomes
(Butler 1988), modes of delivery and assessment (Sangster 1996).
Other researchers (Ellins and Porter 2005; Wilkins and Nietfield, 2004) have also
demonstrated how different teachers‟ attitudes can affect the learning outcomes
of individual pupils described as having SEN. It is all up to teachers to begin with
an expectation that pupils will learn rather than to make assumptions that they will
fail. Inclusive classrooms will inevitably require teachers to draw upon an eclectic
range of teaching strategies in order to respond to diverse learning needs and to
overcome potential barriers to learning and assessment (DfEE/QCA, 1999)
Inclusive classrooms demand flexible and diverse teaching practices in order to
meet effectively the diverse learning needs of the individual learners. Effective
planning and differentiation will depend in part upon the teacher‟s ability to match
teaching styles and activities to pupils learning styles in order to develop strengths
and to motivate all learners (Hume, 2005). However while it is important to identity
74
individuals preferred learning styles, this should not limit the experience and
opportunities available to children (Coffield et al 2004). Gardner who presented his
theory of multiple intelligence suggests that each learner including individuals with
special needs will have a unique cognitive profile of learning intelligence, and that
classroom environment should provide experience and opportunities for each
individual to develop skills in all areas.
Limitations and Recommendations
Although the findings of study suggest a trend that integrated curriculum does
have effective outcome with SPLD children. However, the main limitation of this
study was that it relied only on classroom observation records of just two pupils
observed for a period of one session. The small sample size and short time duration
informal evaluation suggests that the findings should be interpreted with caution.
Nonetheless, these findings do indicate a positive trend that needs to be future
explored.
While this study does not provide all the answers to questions about the
advantages and disadvantages of integrated teaching practice and the consequence
in terms of student learning because of its limitations, it does highlight the needs
for future studies with much wider sample size and sound methodology to be
carried out, in order to further understand the benefits of integrative curriculum
with SPLD pupils.
References:
Avramidis, E., Buylis, P., & Burden, R. (2000). A survey into mainstream
teachers' attitudes towards the inclusion of children with special
educational needs in the ordinary school in one local education
authority.' Educational Psychology, 20 (2), pp. 191-212.
Butler, K.A (1988)How kids learn: What theorists say. Learning, 17, pp.
30-43.
Coffield FJ, Moseley DV, Hall E and Ecclestone K (2004). Learning styles
and pedagogy in post-16 learning: a systematic and critical review.
London: Learning and Skills Research Centre/University of Newcastle
upon Tyne.
Corbett, J. (2001). Teaching approaches, which support inclusive
education: a connective pedagogy. British Journal of Special Education,
28(2), pp. 55-59.
75
Cothran, D.J., Kulinna, P.H., Banville, D., Choi, E., Amade-Escot, C., MacPhail,
A., MacDonald, D., Richard, J.F., Sarmento, P.A. & Kirk, D. (2005). Cross-
Cultural Investigation of the Use of Teaching Styles. Research Quarterly
for Exercise and Sport. 76(2), pp. 193-201.
Czerniak, C. M., Weber, W. B., Sandmann, A., & Adhern, J. (1999). A
literature review of science and mathematics integration. School Science
and Mathematics, 99(8), pp. 421–430.
Department for Education and Employment (1999). (DfEE) Qualification and
Curriculum authority (QCA. The National Curriculum : Handbook for Primary
teachers in England. London: DfEE/QCA.
Ellins, J., Porter, J. (2005). Departmental differences in attitudes to special
educational needs in the secondary school. British Journal of Special
Education, 32 (4), pp. 188-195.
Felder, R.M (2004). Reaching the second tier: Learning and teaching styles in
college science education. Accessed on 22 August 2010,
http://www.ncsa.edu/felder-public/Papers/Secondtier.html.
Hargreaves, A. (1992). Cultures of teaching: a focus for change. In A.
Hargreaves and M. Fullan (Eds). Understanding Teacher Development. New
York: Teacher College Press.
Harvey, J. M. (1998). Inclusion, the law and placement decisions:
Implications for school psychologists. Psychology in the Schools, 35 (2), pp.
pp. 269-278.
Hume T (2005) Different needs and different responses, in English, E and
Newton L (eds) Professional studies in the primary school. Thinking beyond
the standards. pp 124-39 London: David Fulton.
Lindsay, G. (2003). Inclusive education: a critical perspective. British Journal
of Special Education, 30(1), pp. 3-12
Loreman, T., & Deppeler, J., Harvey, D. (2005). Inclusive Education: a
practical guide to supporting diversity in the classroom. NSW: Allen & Unwin.
Sangster, A (1996) Objective tests, learning to learn and learning styles.
Accounting Education, 5(1), pp. 131-146.
Wilkins, T., & Nietfeld, J. L. (2004). The effect of a school-wide inclusion
training programme upon teachers' about inclusion. Journal of Research in
Special Education Needs, 4(1), pp. 115-121.
76
Module 2
PDT 4091
77
UNIT ELEVEN: CONCLUSION AND WAYS FORWARD
This study investigated schools teachers‟ concerns and attitudes towards
integrated curriculum as well as the benefits of using an integrated curriculum
approach in schools with SPLD pupils.
The findings suggest that the qualitative themes were consistent throughout and
supported the quantitative findings. The results of study suggests that teaching
staffs have a positive view towards use of integrated curriculum as a larger
number of teachers reported it is beneficial for use with SPLD pupils. These
opinions are in line with findings from other studies (Sandbrink et al 2000);
however the beliefs, negative attitude and concerns expressed by some teachers in
this study may be explained due to lack of professional preparedness, available
resources, lack of sufficient orientation and specialist assistance.
Research has shown that professional knowledge (initial and further training),
material and human resources are found to enhance teachers‟ positive attitudes
and their willingness to embrace and make integration work in inclusive classrooms
(Avramidis et al, 2000). This present study has shown that attitudes and concerns
of teachers affect their acceptance and commitment to implementing an
integrated curriculum approach. It is worth noting that integrated curriculum, if
inappropriately applied will not lead to equal and appropriate educational outcomes,
particularly for students with special needs because of improper school practices,
such as rejection of students with special needs by regular teachers, unsuitable
resources, and lack of provision of generic support and training services. It is
important that teacher attitude toward use an integrated curriculum in inclusive
classrooms are studied in-depth on regular bases. Schools need to and can
effectively communicate diversity, if they are aware of themselves and others and
if this awareness transforms traditional teaching cultures. Hargreaves (1992)
defined the culture of teaching as consisting of “beliefs, values, habits and
assumed ways of doing things among communities of teachers”. To facilitate
effective inclusive education support must be provided that promotes change in
attitudes, beliefs, values and habits (Wilkins & Nietfield, 2004).
78
The first step to make integrated curriculum work in an inclusive educational
environment would be to develop inclusive policies that are adopted by all staff
members of the school. Successful inclusive educational practice cannot be
possible without policies to provide clear guidelines and a commitment to the
principle of inclusion (Harvey, 1998).
Inclusive policy development should address issues specific to the school. Issues
for example, identified in this study regarding large class sizes, professional
competency, student needs, teacher beliefs and resources are, particularly
important for inclusive practice to be successful. The existing pre-service and in-
service teacher training programmes needs to be re-evaluated to develop specific
programmes for training regular classroom teachers to appropriate design and
implement an integrated curriculum so that they can effectively respond to the
needs of all students. It is when teachers‟ are sufficiently equipped in knowledge
and expertise and supported by other professionals that their confident levels to
work with all students in inclusive classrooms using an integrated approach will
improve.
Although the study firmly established teacher‟s positive attitudes towards the use
of integrated curriculum, the outcome of the secondary aim of the study evaluating
the benefits of integrated curriculum with SPLD resulted in indecisive findings.
This may be due to small sample size and short time duration which was one of the
main limitations, as it relied only on classroom observation records of two pupils
observed for a period of one session. The results of this observation produced
inconclusive findings, however consistent with other studies highlighted the impact
of teaching styles on the outcome (Cothran et al, 2005). Therefore the present
findings should be interpreted with caution. Nonetheless, these findings do
indicate a positive trend of using an integrated approach which needs to be future
explored.
While this study does not provide all the answers to questions about the
advantages and disadvantages of integrated teaching practice and the consequence
in terms of student learning because of its limitations, it does highlight the needs
for future studies with much wider sample size and sound methodology to be
carried out, in order to further understand the benefits of integrative curriculum
with SPLD pupils.
79
The findings on this study emphasis the urgent need for pre-service and in-service
training programmes to be designed for all teachers with the aim of promoting the
social and educational benefits of inclusive education for all children. The trainings
programmes should specially focus on developing skills and knowledge to enable
teachers to design and effectively use and integrated curriculum. Teachers should
also be made aware of the various teaching styles and their impact on the academic
outcomes of pupils. Finally school authorities should design adequate polices for
inclusive educational and special needs pupils to meet their needs adequately.
Schools should also provide the teaching staff with sufficient resources to meet
the needs of all pupils and to enable them to apply an integrated approach
efficiently.
Recommendations:
Pre-service and in-service training for all teachers should promote the social
and educational benefits of inclusive education for all children.
Teachers should be taught specific skills that will enable them to design and
effectively use and integrated curriculum.
Teachers should receive training and information on the various teaching
styles and their direct impact on the outcome of an integrated session plan.
School authorities should have clearly designed policies for inclusive
education and special needs pupils to meet their needs effectively.
School authorities should provide the teaching staff with adequate
resources to meet the needs of all pupils and to enable them to apply an
integrated approach efficiently.
References
Avramidis, E., Buylis, P., & Burden, R. (2000). A survey into mainstream
teachers' attitudes towards the inclusion of children with special
educational needs in the ordinary school in one local education
authority.' Educational Psychology, 20 (2), pp. 191-212.
Cothran, D.J., Kulinna, P.H., Banville, D., Choi, E., Amade-Escot, C., MacPhail,
A., MacDonald, D., Richard, J.F., Sarmento, P.A. & Kirk, D. (2005). Cross-
Cultural Investigation of the Use of Teaching Styles. Research Quarterly
for Exercise and Sport. 76(2), pp. 193-201.
80
Hargreaves, A. (1992). Cultures of teaching: a focus for change. In A.
Hargreaves and M. Fullan (Eds). Understanding Teacher Development. New
York: Teacher College Press.
Harvey, J. M. (1998). Inclusion, the law and placement decisions:
Implications for school psychologists. Psychology in the Schools, 35 (2),
pp. 269-278.
Sandbrink C, McClellan MA, DeFazio, J, Hodge, K (2000) Integrated
Curriculum Manual Classroom: Integrated Curricula: Practical Application in
the classrooms.
Wilkins, T., & Nietfeld, J. L. (2004). The effect of a school-wide inclusion
training programme upon teachers' about inclusion. Journal of Research in
Special Education Needs, 4(1), pp. 115-121.
81
82
BIBLIOGRAPHY
A
Asif MM. (2001) Development of a model curriculum for elementary education in
Pakistan. PhD thesis, Bahauddin Zakariya University, Multan.
Atkinson E. (2000). An investigation into the relationship between teacher
motivation and pupil motivation. Educational Psychology, 20 (1) pp. 45- 57.
Avramidis E, Buylis P, & Burden, R. (2000). A survey into mainstream teachers'
attitudes towards the inclusion of children with special educational needs in the
ordinary school in one local education authority.' Educational Psychology, 20 (2), pp.
191-212.
B
Bhutta, ZA. (2002) Ethics in international health research: a perspective from the
developing world. World Health Organisation.
Birbeck, DJ. (2007). Research with Young Children: Contemplating Methods and
Ethics. Journal of Educational Enquiry, 7(2) pp. 21-31.
Butler KA. (1988) How kids learn: What theorists say. Learning, 17, pp. 30-43.
C
Charmaz K. (2001) In The American Tradition in Qualitative Research, Vol. II (Eds,
Denzin, N. K. and Lincoln, Y.S.) Sage, London, pp. 244-285.
Charmaz K (2006) Constructing grounded theory: A practical guide through
qualitative analysis. Thousand Oaks, CA: Sage.
Chenitz WC and Swanson JM (1986) Qualitative research using grounded theory.
In From practice to grounded theory: Qualitative research in nursing. Edited by:
Chenitz WC, Swanson JM. New York: Addision –Wesley, pp. 3-15.
Coffield FJ, Moseley DV, Hall E and Ecclestone K (2004). Learning styles and
pedagogy in post-16 learning: a systematic and critical review. London: Learning
and Skills Research Centre/University of Newcastle upon Tyne.
83
Concato J, Shah N & Horwitz RI. (2000) Randomized, controlled trials,
observational studies, and the hierarchy of research designs. New England Journal
of Medicine, 342 pp. 1887–1892.
Corbett, J. (2001). Teaching approaches, which support inclusive education: a
connective pedagogy. British Journal of Special Education, 28(2), pp. 55-59.
Cothran, DJ, Kulinna, PH, Banville, D, Choi, E, Amade-Escot, C, MacPhail, A,
MacDonald, D, Richard, JF, Sarmento, PA. & Kirk, D. (2005). Cross-Cultural
Investigation of the Use of Teaching Styles. Research Quarterly for Exercise
and Sport. 76(2), pp. 193-201.
Czerniak, CM, Weber, WB, Sandmann, A & Adhern, J. (1999). A literature review of
science and mathematics integration. School Science and Mathematics, 99(8) pp.
421–430.
D
Department for Education and Employment (1999). (DfEE) Qualification and
Curriculum authority (QCA. The National Curriculum : Handbook for Primary
teachers in England. London: DfEE/QCA.
E
Ellins, J and Porter J. (2005). Departmental differences in attitudes to special
educational needs in the secondary school. British Journal of Special Education,
32 (4), pp. 188-195.
F
Felder, RM (2004). Reaching the second tier: Learning and teaching styles in
college science education. Accessed on 22 August 2010,
http://www.ncsa.edu/felder-public/Papers/Secondtier.html.
G
Good C (Ed.). (1973) Dictionary of Education, Third Edition. New York: McGraw Hill.
Good, Tom L, Brophy, & Jere E. (2000). Looking in Classrooms, 8th edition. New
York: Longman.
84
González, JA (2002). A structural equation model of parental involvement,
motivational and aptitudinal characteristics, and academic achievement. Journal of
Experimental Education, 70 (3) pp. 257-287.
Glaser BG and Strauss AL. (1967) The discovery of grounded theory: Strategies
for qualitative research, Aldine Publishing Company, New York.
Glaser BG and Strauss A (1967) The discovery of grounded theory. Chicago: Aldine.
Glaser BG (1978) Theoretical sensitivity. Mill Valley, CA: Sociology Press.
Grasha, AF (2002). Teaching with Style. San Bernadino, CA: Alliance Publishers.
H
Hargreaves A. (1992). Cultures of teaching: a focus for change. In A. Hargreaves
and M. Fullan (Eds). Understanding Teacher Development. New York: Teacher
College Press.
Harvey JM. (1998). Inclusion, the law and placement decisions: Implications for
school psychologists. Psychology in the Schools, 35 (2), pp. 269-278.
Huber MT, Hutchings P, & Gale R. (2005). Integrative Learning for Liberal
Education. Peer Review, Summer/Fall.
Hulme J, Defty, N. & Fitz-Gibbon CT. (1997) Integrated Learning Systems: an
Analysis Using Data from Monitoring Systems. Durham: CEM Centre, Durham
University/NCET.
Hume T (2005) Different needs and different responses, in English, E and Newton
L (eds) Professional studies in the primary school. Thinking beyond the standards.
pp 124-39 London: David Fulton.
Humphreys A, Post T and Ellis A. (1981) Interdisciplinary Methods: A Thematic
Approach. Santa Monica, CA: Goodyear Publishing Company.
J
85
John, D. (2008). "Do Data Characteristics Change According to the number of
scale points used? An experiment using 5-point, 7-point and 10-point scales".
International Journal of Market Research 50 (1) pp. 61–77.
K
Keddie A. (2000). Research with young children: Some ethical considerations.
Journal of Educational Enquiry, 1(2), pp. 72-81.
Kline, P. (1988). The Everyday Genius: Development of Integrative Learning. Great
Ocean Publishers, Arlington, USA, pp 271.
L
Lari ZS. (2000) The Curriculum in the Special Schools of Pakistan. International
Journal of Special Education 15 (2) pp. 1-20.
Lewis A (1999). Integrated learning systems and pupils with low attainments in
reading. British Journal of Special Education, 26 (3), pp 153-157.
Lewis R. (1993). What is open learning? In A. Tait (Ed.), Key issues in open learning
(pp. 11.23).Harlow, UK: Longman.
Lerner S. (1994) Systematic instruction of persons with severe handicaps.
Columbus, OH: Merrill.
Lindsay G. (2003). Inclusive education: a critical perspective. British Journal of
Special Education, 30(1), pp. 3-12
Loreman, T, Deppeler, J & Harvey, D. (2005). Inclusive Education: a practical guide
to supporting diversity in the classroom. NSW: Allen & Unwin.
86
M
Markus M (1991). Media specialist. Quoted in Shoemaker, B. "Education 2000
Integrated Curriculum." Phi Delta Kappan 72 (29)pp. 797.
Mahon A, Glendinning C, Clarke K & Craig G. (1996). Researching children: Methods
and ethics. Children and Society, 10 (2), pp. 145-154.
McFarlane A. (1997) „The effectiveness of ILS‟, in J. Underwood & J. Brown,
Integrated Learning Systems: Potential into Practice. Oxford: NCET/Heinemann.
Medical Research Council. (2001). National Statement on Ethical Conduct in
Research Involving Humans: Research Involving Children and Young People.
Retrieved 21 June 2010 from,
http://health.gov.au/nhmrc/publications/humans/part4.htm
N
National Council for Teachers Education NCTE (1994) ILS: Integrated Learning
Systems (A report of the pilot evaluation of ILS in the UK) Coventry.
R
Rensis L (1932). A Technique for the Measurement of Attitudes. Archives of
Psychology , 140, pp. 1–55.
S
Sandbrink C, McClellan MA, DeFazio, J & Hodge, K (2000) Integrated Curriculum
Manual classroom : Integrated Curricula: Practical Application in the classroom.
Sangster A (1996) Objective tests, learning to learn and learning styles.
Accounting Education, 5(1), pp. 131-146.
87
Sewani, MM (2001) Analyzing lack of educational motivation in students in Pakistan.
Retrieved on 31 July 2010 from
http://www.eslteachersboard.com/cgibin/articles/index.pl?page=2;read=2216
Schreiber RS and Stern PN (2001) Using Grounded theory in nursing. Philadelphia,
PA: Springer.
Shafi R, Quadri KH, Ahmed W, Mahmud SN & Iqbal M. (2010) Experience with a
theme-based integrated renal module for a second-year MBBS class. Advances in
Physiology Education 34, (2) 15-19
Steckler A, McLeroy KR, Goodman RM, Bird ST & McCormick L. (1992). Toward
integrating qualitative and quantitative methods: An introduction. Health Education
Quarterly, 19 pp. 1–8.
Strauss A (1987) Qualitative analysis for social scientists. Cambridge: Cambridge
University Press.
Strauss A and Corbin JM (1998) Basics of qualitative research: Techniques and
procedures for developing grounded theory. Thousand Oaks, CA: Sage.
T
The National Joint Committee on Learning Disabilities (NJCLD) 1981, 1985.
U
UNESCO (1997) A Study on Primary school curriculum & text books on Pakistan.
W
Warnod H. (1998) Integrated curriculum: Designing curriculum in the immersion
classroom, in Languages Victoria, Journal of the Modern Language Teachers‟
Association of Victoria, 2(1) pp 3.
Waxman, Hersh C. & Huang, Shwu-yong L. (1999). Classroom Observation Research
and the Improvement of Teaching. In New Directions for Teaching Practice and
Research, ed. Hersh C. Waxman and Herbert J. Walberg. Berkeley, CA: McCutchan.
88
Wilkins T & Nietfeld JL (2004). The effect of a school-wide inclusion training
programme upon teachers' about inclusion. Journal of Research in Special
Education Needs, 4(1), pp. 115-121.
World Health Organization (WHO) Definition of Learning disabilities.
Retrieved on 21st June 2010 from http://www.aboutlearningdisabilities.co.uk/how-
define-categorise-learning-disabilities.html
Z
Zsolnai A. (2002). Relationship between children‟s social competence, learning
motivation and school achievement. Educational psychology 22, (3) pp. 317-330.
89
90
APPENDIX Professional Development for Teachers Programmes
Impact Evaluation
Name…Aliya Sibtain……… Module……… PDT 4090/4091
Venue (Distance learning) Completion (Date) 9th
September 2010
To comply with the TDA funding regulations we are required to collect the following
information each year from each participant. This keeps the fees for Midwheb programmes
low. Please complete immediately and return to Ian Terrell [email protected] or the address
below.
Please circle if the extent to which you agree with the statements below
1 Strongly Disagree 2.Disagree 3.Agree. 4 Strongly Agree
A. Needs analysis
1. .The programme met my school’s needs and development priorities. 1 2 3 4
2. The programme met my needs and development priorities. 1 2 3 4
B. Organisational support and change
1. My school supported the programme. 1 2 3 4
2. I received adequate support from my school-based advocate. 1 2 3 4
3. I received support from senior staff. 1 2 3 4
4. The work made a good contribution to school based developments. 1 2 3 4
5. I benefited from being able to contact professionals from
outside the school as part of this programme. 1 2 3 4
3.Please identify the needs-priorities you have met as a result of the programme.
The study aimed to understand the knowledge and benefits of using integrated curriculum
with special needs children in our school. The findings of the study are hoped to help
develop school special needs policy.
6.Please comment on the extent your organisation was able to support the programme.
The school fully supported me throughout the study, to develop the materials as well as
design the study and collect data. The school heads and staff were very keen on findings out
the results of this study, which were shared with them in a group meeting.
91
Participants' reactions
1. I enjoyed the programme. 1 2 3 4
2. I found the programme helpful. 1 2 3 4
3. I found the programme valuable. 1 2 3 4
4. I found the programme interesting. 1 2 3 4
5. The programme made me more confident. 1 2 3 4
C. Participants' learning
1. The programme enabled me to learn about my practice. 1 2 3 4
2. The programme showed me how to improve. 1 2 3 4
3. I acquired useful knowledge and skills. 1 2 3 4
4. I acquired the skills of research. 1 2 3 4
5. I acquired professional development skills. 1 2 3 4
D. Participants' use of new knowledge and skills.
1. I put my knowledge and skills into practice. 1 2 3 4
2. The programme was very practically focused. 1 2 3 4
3. I was able to share my knowledge and skills with colleagues. 1 2 3 4
E. Pupil-Student learning outcomes.
1. The programme had a positive effect on the learning of
my pupils-students. 1 2 3 4
2. The programme has resulted in improved pupil/student
6.Please add any further comment on the quality of the programme.
This programme has helped me to develop greater understanding of action research, mainly in
area of integrated curriculum with special needs children, which was the area of my study.
4. Please give examples of knowledge and skills acquired on the programme.
proper research methodology and data collection, data analysis techniques, working as a team
leader (lead researcher).
6. Please indicate what you feel you have learned on this programme.
1) Action research methodology
2) proper research methodology and data collection, data analysis techniques
3) working as a team leader (lead researcher)
92
learning outcomes. 1 2 3 4
3. As a result of the programme the process of learning in
my classes has been improved. 1 2 3 4
4. I have been able to collect evidence of improved student learning. 1 2 3 4
F. Pupils' experience.
1. The learning experience of pupils has been improved by the programme. 1 2 3 4
2. I have collected data on the learning experience of pupils as a result of this
programme. 1 2 3 4
3. Pupils report that they enjoy lessons as a result of this programme. 1 2 3 4
4. The programme has improved student attitudes to learning. 1 2 3 4
G. Culture and organisation of school.
1. I was able to share my knowledge and skills with colleagues. 1 2 3 4
2. I have been promoted as a result of this programme. 1 2 3 4
3. The programme has changed the way staff work at the school. 1 2 3 4
4. The school has changed as a result of my work on the programme. 1 2 3 4
H. Any further information.
5.Please state briefly the impact of the programme on pupil-student learning outcomes.
Use of integrated curriculum has helped pupils, though teachers need further trainings
to improve outcomes.
5.Please give examples of how this programme has improved pupils’ learning experience.
Classroom observation and pupils academic reports indicates improvement in their
learning.
5. Please add details.
I shared the findings with the school staff and heads, they have shown keen interest. The
school has now arranged for special trainings for staff use of integrated curriculum and
teachings styles.
6.Please add any further comment on the quality of the programme.
93
INFORMATION LETTER FOR SCHOOLS
Who is conducting the survey? The study is being conducted by Ms Aliya Sibtain as part of her Master in
Inclusive Education research study, under the University of Middlesex, United Kingdom.
What is the survey about? The purpose of this study is to obtain an overview of teacher’s attitudes and
perception regarding the use and benefits of integrated curriculum with SPLD pupils.
What is involved for schools? Incorporating special needs and integrated curriculum into the wider
spectrum of educational objectives would be beneficial. Study findings enable school authorities to take
initiatives and design relevant policies and interventions. These findings will also be used to design
programs to train, sensitise and mobilize teachers and regarding use and benefits of integrated
curriculum with SPLD pupils.
If you are happy to take part in this survey, an independent researcher will hold group meetings with
staff at the beginning of the project and explain the purpose and rational of the study. Participants will
then be requested to complete a survey questionnaire. A small sample of the participants will be
randomly selected for an interview with the researcher. These interviews will not involve any personal
questions.
Will the information be kept confidential? All the information will be coded, so that no person can be
identified. All information will remain confidential, the name and address of any participant will not be
included in any report.
What if I do not want to take part, or wish to withdraw from the survey? If you do not wish to
participate in the survey, you may do so without justifying your decision, and this will not affect you in
anyway.
What if I am harmed by the survey? None of the questions asked are anticipated to cause distress or
worries. However if you feel that the interview has been distressing you can choose to stop the
interview, and psychological counselling can be offered if need be.
What will happen to the results of the survey? The results will be presented and circulated the school
authorities and teaching staff.
Who is responsible for the study? The principal investigator is Ms. Aliya Sibtain. Please do not
hesitate to contact her about any matter. All the correspondence should be directed to her and should
be sent to the following address for your convenience: Ms Aliya Sibtain [email protected]
THANK YOU FOR TAKING THE TIME OUT TO READ THIS INFORMATION
94
SCHOOL CONSENT FORM
Principle Investigator: Aliya Sibtain
(This form should be provided in conjunction with the Information letter. Please make sure that you
have read it.)
I……………………………………(name) principal …………………………….School have read and understood
the information provided about the survey and agree to my school taking part in the study.
I understand that my school can withdraw from the study at any time without justifying our
decision, and without it affecting our children in any way.
Please write your name….……………………………………………...
Please write your school’s name….……………………………………
Signature .........................................................Date.................................
Stamp of the school……………………………………………………..
95
PARENT INFORMATION FORM
Dear Parents,
The study is being conducted by Ms Aliya Sibtain as part of her Master in Inclusive Education research
study, under the University of Middlesex, United Kingdom.
The purpose of this study is to obtain an overview of teacher’s attitudes and perception regarding the
use and benefits of integrated curriculum with SPLD pupils.
In order to help us better understand the use and benefits of integrated curriculum, the study will
collect data through interviews and classroom observations. Your child has been selected to take part in
this study and will be observed by an experienced researcher for one teaching session.
Please do let us know if you agree to your child being observed, we just want to learn more about your
child, helping us to understand children and the use of integrated teaching approaches better.
No one will see the data except the research team. All observed data will be treated as strictly
confidential and will not be passed onto anyone. You will be free to withdraw from the study at any time
without giving a reason. At the end of the study, a summary of the results will be made available to you.
If you wish to take part, we would be grateful if you would complete the slip below and return it to the
school. If you have any questions; please feel free to contact us and we would be happy to discuss any
questions you may have.
Many thanks for your help!
Ms Aliya Sibtain
Email: [email protected]
96
PARENT CONSENT FORM
Principle Investigator: Aliya Sibtain
(This form should be provided in conjunction with the Information letter.
Please make sure that you have read it.)
I ……………………………………(name) have read and understood the information provided about the
survey and agree to take part in the study.
I understand that I can withdraw from the study at any time without justifying my/our decision,
and without it affecting my/our child in any way.
I am not currently involved in any other research study.
Please write your name….……………………………………………...
Signature .........................................................Date................................
97
SURVEY QUESTIONNAIRE I am conducting the above-titled study on teachers, head teachers and principals, in collaboration
with Middlesex University, UK. I would request your kind participation in the study by filling in
the attached questionnaire. It will take approximately 15 minutes. All the information you
provide will be kept confidential. You hold the right to withdraw from the study at any stage of
the project. I would like to start with your consent. Yes ☐ No ☐
SECTION I: PERSONAL INFORMATION
Name (optional):
Gender: Male ☐ Female ☐ Age: __________________
Academic qualification: Matric ☐ Intermediate ☐ Graduate ☐ Postgraduate ☐
Years of teaching experience: Less than 1 ☐ 1-2 ☐ 2-5 ☐ 5-10 ☐ 10 + ☐
Teaching position: Principal☐ Head teacher ☐ Class teacher ☐ Assistant ☐
________________________________________________________________________
SECTION II: Please indicate on a scale of 1 – 5 to what extent you agree or disagree. Number one will
mean you strongly disagree and number five will mean you strongly agree.
strongly disagree strongly agree
1. The concept of integrated curriculum is clear to me. 1 2 3 4 5
2. Children need to use connection in various areas. 1 2 3 4 5
3. It is important to emphasize the transfer of knowledge 1 2 3 4 5
within and across subject areas and in everyday life.
4. I know how to plan an integrated curriculum. 1 2 3 4 5
5. Common planning time is a critical element in 1 2 3 4 5
effectively integrating curriculum
6. I have an awareness of the curriculum content in
the grades above and below me. 1 2 3 4 5
7. I am familiar with the special needs area in the curriculum. 1 2 3 4 5
8. I can identify students with learning disabilities (LD) 1 2 3 4 5
in my classroom.
9. I can make necessary arrangements for planning for 1 2 3 4 5
students with LD.
10. Integrated curriculum makes learning easy for students with LD. 1 2 3 4
98
TEACHERS INTERVIEW QUESTIONS
1) What are your concerns regarding the practice of integrated curriculum in your
school?
2) What can you say about your current level of professional expertise with
regards to designing and integrative curriculum plan?
3) What kinds of support services and resources are available in your schools for
promoting integrative curriculum?
99
100
101
